A SYSTEMATIC REVIEW ON THE UTILIZATION OF GOOGLE TRANSLATE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Deny Daniel, Ruel Ancheta

Abstract


This paper aimed to present a systematic review of the extent of Arab learners’ utilization of Google Translate as a tool in learning English as a foreign language through a literature review methodology. Fifty related articles were searched and reviewed from Google Scholar, ERIC, DOAJ, WoS, and Scopus published over the last ten years. Based on the collected information, most Arab college learners used Google Translate as a tool for learning English to understand vocabulary, write sentences and paragraphs, and comprehend reading texts and passages. The reviewed articles reported that Arab learners benefit from using this tool on their classroom tasks and activities, where they learn independently and solve language learning difficulties. However, translation using GT from English to Arabic and vice versa is far from perfect, so the learners need to do post-editing to ensure the correctness of the translated information. A GT word choice comprises an impassive detection of meaning and may not benefit the learners to use that word in their active vocabulary register.

 

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Keywords


Google Translate, supplementary tool, grammar translation, language learning, vocabulary acquisition, critical thinking skills

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References


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DOI: http://dx.doi.org/10.46827/ejals.v8i4.663

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