AN INVESTIGATION INTO THE IMPACT OF GOOGLE TRANSLATE ON EFL STUDENTS’ SELF-CORRECTION IN TRANSLATION TASKS AT A UNIVERSITY, IN THE MEKONG DELTA, VIETNAM

Trinh Le Thao Vy, Nguyen Thi Ngoc Trinh, Tran Kieu My, Huynh Yen Oanh, Nguyen Khanh Linh, Thai Cong Dan

Abstract


This study explores EFL students’ perceptions and self-correction practices regarding the use of translation tools in translation tasks. It aims to understand how technology-assisted translation enhances learners’ reflection, error awareness, and autonomy. The focus is on students’ views about the usefulness, limitations, and educational role of these tools in supporting self-correction and translation skills development. Using a mixed-methods approach, the study involved 82 English-major students at Can Tho University (CTU), Vietnam, during the 2024–2025 academic year. Data were collected through a ninety-item questionnaire and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. Findings showed that students generally viewed translation tools positively, appreciating their help in identifying errors, improving accuracy, and saving time. However, they were cautious about issues like contextual inaccuracies and overreliance on machine output. The tools encouraged reflection, post-editing, and self-correction, fostering metacognitive awareness and learner autonomy. Qualitative results highlighted that the benefits of translation tools depend on how critically students engage with them. Overall, these tools act as facilitators of reflective and self-regulated learning rather than replacements for human translators. The study offers valuable insights for translation educators to integrate technology thoughtfully into teaching practices.

 

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translation tools, self-correction, EFL students, learner autonomy, translation tasks

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References


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DOI: http://dx.doi.org/10.46827/ejmts.v5i1.655

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