GUIDING LEARNERS IN USING MACHINE TRANSLATION FOR SECOND AND FOREIGN LANGUAGE LEARNING: THE CASE AT MALAYSIAN HIGHER EDUCATION

The Case at Malaysian Higher Education

Abstract

This study examines the instructional methods employed by university educators in Malaysia to facilitate learners' use of machine translation (MT) in acquiring second or foreign language. The research aimed to delineate the effective strategies and techniques employed by instructors to steer learning, while also finding out the challenges and obstacles encountered throughout the instructional process. The researchers used a case study approach involving observations and interviews with four university instructors who incorporated MT into their second and foreign language classes. They were observed three times for the duration of one semester (14 weeks). Teaching observations focused on how the instructors guided learners in using MT with different strategies and techniques. At the same time, learners' reactions were also recorded accordingly. It was found that instructors used several strategies and guidance methods such as drawing comparisons and parallels between MT and textbook output, carrying out whole class discussions and providing oral feedback on MT output. Additionally, direct instruction, oral guidelines, confidence building, and small group discussions were tapped upon for optimum intended learning outcomes. In implementing these strategies, instructors confronted several challenges, namely, learners’ inability to use effective contextual translation and limited knowledge in discerning accuracy of MT output. Instructors also noted the learners’ reckless use and sparse awareness of MT literacy. The study postulates the imperative need for both instructors and learners to enhance digital literacy. This will enable instructors to adeptly steer learners in leveraging MT for learning purposes, while empowering them to employ MT judiciously, to comprehend its constraints, and to integrate it synergistically with other language acquisition methodologies, thereby fostering enhanced learning outcomes. The study has implications for language educators and curriculum designers interested in incorporating technology into language teaching and learning.