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Machine translation and the disruption of foreign language learning activities
Dalarna University, School of Education, Health and Social Studies, Education. Örebro University. (Research School in Technology-Mediated Knowledge Processes)
2015 (English)In: eLearning Papers, ISSN 1887-1542, E-ISSN 1887-1542, no 45, 4-16 p.Article in journal (Refereed) Published
Abstract [en]

This study examines the question of how language teachers in a highly technology-friendly university environment view machine translation and the implications that this has for the personal learning environments of students. It brings an activity-theory perspective to the question, examining the ways that the introduction of new tools can disrupt the relationship between different elements in an activity system. This perspective opens up for an investigation of the ways that new tools have the potential to fundamentally alter traditional learning activities. In questionnaires and group discussions, respondents showed general agreement that although use of machine translation by students could be considered cheating, students are bound to use it anyway, and suggested that teachers focus on the kinds of skills students would need when using machine translation and design assignments and exams to practice and assess these skills. The results of the empirical study are used to reflect upon questions of what the roles of teachers and students are in a context where many of the skills that a person needs to be able to interact in a foreign language increasingly can be outsourced to laptops and smartphones.

Place, publisher, year, edition, pages
European Commission, 2015. no 45, 4-16 p.
Keyword [en]
Interactivity, Formative Assessment, Technology Enhanced Formative Assessment, Collaborative Learning
National Category
Educational Sciences
Research subject
Other, Nätbaserad språkundervisning
URN: urn:nbn:se:du-20314OAI: diva2:874792
Adult foreign language learners and personal learning Eénvironments
Available from: 2015-11-27 Created: 2015-11-27 Last updated: 2016-05-10Bibliographically approved

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