Taming Translation Technology for L2 Writing: Documenting the Use of Free Online Translation Tools by ESL Students in a Writing Course

Abstract

The present study explored the use of translation technology in second language (L2) writing by English as a Second Language (ESL) students at the University level. The appropriate role of translation, and specifically translation technology, in L2 curricula has been the subject of theoretical and practical debate. In order to address knowledge gaps relevant to this debate, the present study sought to document students’ current use of translation technology, specifically free online translation (FOT) tools, and their opinions about these tools. The study’s mixed-methods design included video observations and questionnaires regarding FOT use completed by 19 university students enrolled in a high intermediate-level ESL course. Semi-structured follow-up interviews were conducted with the six participants who were observed using FOT tools extensively on the video recordings. Results showed that high intermediate-level ESL students have a primarily positive attitude toward FOT tools. In addition, the majority of students reported using such tools regularly, even though only about one third of the students were actually observed using the tools significantly in the video recordings. Results are discussed in the context of the ongoing debate over whether and how translation technology should be used in L2 classrooms.