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

Authors

  • 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
  • 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
  • Tran Kieu My High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Huynh Yen Oanh High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Nguyen Khanh Linh High-qualified English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Thai Cong Dan Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho, Vietnam

DOI:

https://doi.org/10.46827/ejmts.v5i1.655

Keywords:

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

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.

Author Biography

  • Thai Cong Dan, Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Dr. Thai Cong Dan is a senior lecturer of English at the School of Foreign Languages, Can Tho University (CTU), Vietnam, and also serves as a project manager. He earned his PhD in Educational Administration (English Program) from Naresuan University, Thailand, in 2010, and his M.A. in Cultural Aspects and Literature from the University of Notre Dame du Lac, Indiana, USA, in 1999. His research interests span TEFL/TESOL, intercultural communication, English language education at both high school and university levels, English program management, curriculum design, testing and evaluation, as well as English for Specific Purposes (ESP) in fields such as Tourism, Political Education, and Food Technology. He is also actively engaged in professional development and educational administration. He can be contacted at tcdan@ctu.edu.vn.

References

Alhaisoni, E., & Alhaysony, M. (2023). Exploring EFL students’ attitudes toward the use of machine translation tools in writing. Journal of Language and Linguistic Studies, 19(1), 45–60.

Carreres, A. (2014). Translation as a means and as an end: Reassessing the divide. The Interpreter and Translator Trainer, 8(1), 123–135. https://doi.org/10.1080/1750399X.2014.908556

Catford, J. C. (1965). A linguistic theory of translation: An essay in applied linguistics. Oxford University Press. Retrieved from https://books.google.nl/books/about/A_Linguistic_Theory_of_Translation.html?id=aMFrAAAAIAAJ&redir_esc=y

Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford University Press. Retrieved from https://www.researchgate.net/publication/43642929_Translation_in_Language_Teaching_An_Argument_for_Reassessment

Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3–18. Retrieved from https://books.google.nl/books/about/Error_Analysis_and_Interlanguage.html?id=VUNiAAAAMAAJ&redir_esc=y

Jolley, J. R., & Maimone, L. (2022). Student use of Google Translate in academic writing: Effects on linguistic accuracy. TESOL Journal, 13(2). https://doi.org/10.1002/tesj.657

Kelly, D. (2005). A handbook for translator trainers. St. Jerome Publishing. https://doi.org/10.4324/9781315760292

Lee, S. M. (2022). Integrating AI translation tools into translation training: Learner autonomy and post-editing strategies. Language Learning & Technology, 26(1), 45–63. https://doi.org/10.54855/ijte.25527

Le Ngoc Bich (2018). Self-regulated error correction strategies in foreign language learning by Vietnamese university students. Journal of Educational Science, 173(2), 60–68. Retrieved from https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1464608/full

Le Thi Mai, & Pham Minh Tam (2020). The impact of machine translation tools on translation competence of English majors. Journal of Science – University of Languages and International Studies – Vietnam National University, Hanoi, 36(1), 95–104.

Leonardi, V. (2011). Pedagogical translation as a paradigm for foreign language learning. Peter Lang.

Munday, J. (2016). Introducing translation studies: Theories and applications (4th ed.). Routledge. Retrieved from https://books.google.nl/books/about/Introducing_Translation_Studies.html?id=AmeFCwAAQBAJ&redir_esc=y

Nguyen Hong Qui (2021). An introduction to English phonetics and phonology. Can Tho University Press.

Nguyen Quoc Hung (2020). Ethics of interpreters. Hong Duc Publishing House.

Nguyen Thi Thanh Huong (2021). Application of machine translation technology in English translation teaching. Journal of Science – University of Da Nang, 19(6), 112–120.

Nguyen Van Dung (2019). Self-learning and self-regulation in foreign language learning. Journal of Science – Can Tho University, 55(2), 87–96.

Nida, E. A., & Taber, C. R. (1982). The theory and practice of translation. Brill. Retrieved from https://books.google.nl/books/about/The_Theory_and_Practice_of_Translation.html?id=JtSeXat1wxQC&redir_esc=y

O’Brien, S. (2021). Post-editing of machine translation: Processes and applications. Cambridge University Press. Retrieved from https://books.google.nl/books/about/Post_editing_of_Machine_Translation.html?id=W3IxBwAAQBAJ&redir_esc=y

PACTE Group. (2003). Building a translation competence model. In F. Alves (Ed.), Triangulating translation: Perspectives in process-oriented research (pp. 43–66). John Benjamins. Retrieved from https://scispace.com/pdf/triangulating-translation-perspectives-in-process-oriented-130df1dy5b.pdf

Schaffner, C., & Adab, B. (2000). Developing translation competence. John Benjamins. Retrieved from https://books.google.nl/books/about/Developing_Translation_Competence.html?id=-g1NjLIc2WUC&redir_esc=y

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129

Tran Huu Loc, & Le Thanh Huyen (2019). The use of translation tools in foreign language teaching and learning: Opportunities and challenges. Journal of Science – University of Foreign Languages, Hue University, 32(2), 45–58.

Tran Minh Duc (2022). Teaching translation in the 4.0 era: Opportunities and challenges. Journal of Education and Society, 138(3), 54–59.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327–369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x

Downloads

Published

2025-10-20

Issue

Vol. 5 No. 1 (2025)

Section

Articles