Use of machine translation in foreign language education
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F25%3A50022365" target="_blank" >RIV/62690094:18450/25:50022365 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/epdf/10.1080/23311983.2025.2491183?src=getftr&utm_source=scopus&getft_integrator=scopus" target="_blank" >https://www.tandfonline.com/doi/epdf/10.1080/23311983.2025.2491183?src=getftr&utm_source=scopus&getft_integrator=scopus</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/23311983.2025.2491183" target="_blank" >10.1080/23311983.2025.2491183</a>
Alternative languages
Result language
angličtina
Original language name
Use of machine translation in foreign language education
Original language description
The aim of this study is to explore the attitudes of high school and university students towards the use of machine translation (MT) tools in foreign language learning, as well as the impact of these tools on their motivation and performance. A questionnaire-based survey was conducted among 106 students, with 99 valid responses, representing a diverse group of Czech and international students across different educational levels. The results reveal that Google Translate (GT) is the most popular MT tool, followed by DeepL and ChatGPT, with students primarily using these tools for reading comprehension, grammar checking and writing assistance. Despite concerns regarding overreliance on MT, 61.6% of respondents felt motivated to continue learning foreign languages, though 38.4% reported a decline in motivation. A significant challenge identified was the inability of MT tools to accurately convey cultural nuances and context, with students frequently expressing the need for clearer institutional guidelines on the allowed use of MT in educational settings. Future research should focus on the long-term impact of MT tools on language proficiency and strategies for integrating MT into the curriculum in a way that fosters both technological literacy and critical language skills. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
60500 - Other Humanities and the Arts
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Cogent Arts and Humanities
ISSN
2331-1983
e-ISSN
2331-1983
Volume of the periodical
12
Issue of the periodical within the volume
1
Country of publishing house
NO - NORWAY
Number of pages
14
Pages from-to
"Article number: 2491183"
UT code for WoS article
001470986800001
EID of the result in the Scopus database
2-s2.0-105002959775