Neural machine translation in foreign language teaching and learning: a systematic review

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F23%3A50019269" target="_blank" >RIV/62690094:18450/23:50019269 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s10639-022-11194-2" target="_blank" >https://link.springer.com/article/10.1007/s10639-022-11194-2</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10639-022-11194-2" target="_blank" >10.1007/s10639-022-11194-2</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Neural machine translation in foreign language teaching and learning: a systematic review

Popis výsledku v původním jazyce

Nowadays, hardly anyone working in the field of foreign language teaching and learning can imagine life without machine translation (MT) tools. Thanks to the rapid development of artificial intelligence, MT now most widely assumes a new form, the so-called Neural Machine Translation (NMT), which offers the potential for a wide application in foreign language learning (FLL). Therefore, the purpose of this review study is to explore different approaches to the efficient implementation of NMT into FLL and provide specific pedagogical implications for best practices. The PRISMA methodology for systematic reviews and meta-analyses was strictly followed. The search was conducted in two well-established databases, specifically Scopus and Web of Science, to generate sufficient data from research articles for further analysis. The findings of this systematic review indicate that NMT is an efficient tool for developing both productive (speaking and writing) and receptive (reading and listening) language skills, including mediation skills, which are relevant for translation. Moreover, the results show that NMT tools are especially suitable for advanced learners of L2, whose higher proficiency level enables them to critically reflect on the output of NMT texts more than beginners or lower-intermediate learners. Thus, the findings of this review study reveal that NMT has valuable implications for L2 pedagogy since it can serve as a very powerful online reference tool for FLL provided that teachers introduce students to its benefits but also limitations by implementing various teaching approaches.

Název v anglickém jazyce

Neural machine translation in foreign language teaching and learning: a systematic review

Popis výsledku anglicky

Nowadays, hardly anyone working in the field of foreign language teaching and learning can imagine life without machine translation (MT) tools. Thanks to the rapid development of artificial intelligence, MT now most widely assumes a new form, the so-called Neural Machine Translation (NMT), which offers the potential for a wide application in foreign language learning (FLL). Therefore, the purpose of this review study is to explore different approaches to the efficient implementation of NMT into FLL and provide specific pedagogical implications for best practices. The PRISMA methodology for systematic reviews and meta-analyses was strictly followed. The search was conducted in two well-established databases, specifically Scopus and Web of Science, to generate sufficient data from research articles for further analysis. The findings of this systematic review indicate that NMT is an efficient tool for developing both productive (speaking and writing) and receptive (reading and listening) language skills, including mediation skills, which are relevant for translation. Moreover, the results show that NMT tools are especially suitable for advanced learners of L2, whose higher proficiency level enables them to critically reflect on the output of NMT texts more than beginners or lower-intermediate learners. Thus, the findings of this review study reveal that NMT has valuable implications for L2 pedagogy since it can serve as a very powerful online reference tool for FLL provided that teachers introduce students to its benefits but also limitations by implementing various teaching approaches.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Education and information technologies

ISSN

1360-2357

e-ISSN

1573-7608

Svazek periodika

28

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

20

Strana od-do

663-682

Kód UT WoS článku

000821987800001

EID výsledku v databázi Scopus

2-s2.0-85133533121