Use of machine translation in foreign language education
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Use of machine translation in foreign language education
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Use of machine translation in foreign language education
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
60500 - Other Humanities and the Arts
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Cogent Arts and Humanities
ISSN
2331-1983
e-ISSN
2331-1983
Svazek periodika
12
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
NO - Norské království
Počet stran výsledku
14
Strana od-do
"Article number: 2491183"
Kód UT WoS článku
001470986800001
EID výsledku v databázi Scopus
2-s2.0-105002959775