Online translators for L2 writing: a comparison of student and teacher perspectives

Abstract

This short paper reports on the preliminary findings of a study into the use of Online Translators (OTs) by university language students. Students of Chinese, French, German, Japanese, and Spanish and their teachers responded to comparative surveys on their respective use and evaluation of OTs for L2 writing in formal language learning contexts. Findings indicate that teachers have little awareness of the range of strategies students apply when using OTs as writing tools. Concerns of OT misuse for cheating or as a replacement for language learning seem largely unfounded. Students, however, perceive a lack of guidance for the appropriate use of OTs. Preliminary findings suggest that teachers need to review their assumptions about students’ OT practices and that both students and teachers would benefit from technical and pedagogical OT training.