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


 
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1. Title Title of document AN INVESTIGATION INTO THE IMPACT OF GOOGLE TRANSLATE ON EFL STUDENTS’ SELF-CORRECTION IN TRANSLATION TASKS AT A UNIVERSITY, IN THE MEKONG DELTA, VIETNAM
 
2. Creator Author's name, affiliation, country Trinh Le Thao Vy; High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
 
2. Creator Author's name, affiliation, country Nguyen Thi Ngoc Trinh; High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
 
2. Creator Author's name, affiliation, country Tran Kieu My; High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
 
2. Creator Author's name, affiliation, country Huynh Yen Oanh; High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
 
2. Creator Author's name, affiliation, country Nguyen Khanh Linh; High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
 
2. Creator Author's name, affiliation, country Thai Cong Dan; Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho, Vietnam
 
3. Subject Discipline(s)
 
3. Subject Keyword(s) translation tools, self-correction, EFL students, learner autonomy, translation tasks
 
4. Description 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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5. Publisher Organizing agency, location Open Access Publishing Group
 
6. Contributor Sponsor(s)
 
7. Date (YYYY-MM-DD) 2025-10-20
 
8. Type Status & genre Peer-reviewed Article
 
8. Type Type
 
9. Format File format PDF
 
10. Identifier Uniform Resource Identifier https://oapub.org/lit/index.php/EJMTS/article/view/655
 
10. Identifier Digital Object Identifier (DOI) http://dx.doi.org/10.46827/ejmts.v5i1.655
 
11. Source Title; vol., no. (year) European Journal of Multilingualism and Translation Studies; Vol 5, No 1 (2025)
 
12. Language English=en en
 
13. Relation Supp. Files
 
14. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
15. Rights Copyright and permissions Copyright (c) 2025 Trinh Le Thao Vy, Nguyen Thi Ngoc Trinh, Tran Kieu My, Huynh Yen Oanh, Nguyen Khanh Linh, Thai Cong Dan
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This work is licensed under a Creative Commons Attribution 4.0 International License.

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