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Elephant in the classroom: English learners and instructors' perceptions,attitudes, and beliefs regarding the use ofonline machine translation tools

Başlık çevirisi mevcut değil.

  1. Tez No: 726397
  2. Yazar: MURAT ATA
  3. Danışmanlar: DOÇ. DR. EMRE DEBRELİ
  4. Tez Türü: Yüksek Lisans
  5. Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
  6. Anahtar Kelimeler: Machine translation, Google Translate, EFL, perceptions, attitudes, beliefs
  7. Yıl: 2019
  8. Dil: İngilizce
  9. Üniversite: European University of Lefke
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 150

Özet

Özet yok.

Özet (Çeviri)

Machine translation (MT) tools, such as Google Translate, offer their users free and quick translations between many languages. They do not exclusively target language learners; however, students are observed to use these tools frequently. Only a few studies focused on the use of MT tools in EFL and ESL contexts, and the perceptions of Turkish EFL students and instructors have yet to be investigated. In an attempt to address this gap, this quantitative study investigated the perceptions and attitudes of learners and instructors regarding the use of MT tools in EFL education context at the university level. Additionally, the perceptions and beliefs of learners and instructors about each other's attitudes were also explored. Two online questionnaires were conducted with 462 Turkishspeaking student participants and 34 instructor participants. The results revealed that 94.4% of the student participants reported using MT tools for their language learning studies. The students predominantly used these tools for translations of single-words or phrases, and reading and writing assignments were the main areas where the student participants most frequently referred to MT tools. The student participants judged the translations produced by these tools to be only somewhat accurate, and they thought the ethicality of using these tools depended on how they were used. Although only threequarters of the instructor participants reported ever using MT tools, their judgements concerning the accuracy of these tools were more positive than the students'. The results also revealed major mismatches between the views of student and instructor participants regarding their beliefs about each other's perception of MT tools. Accordingly, the instructors often overestimated the students' use of MT tools, while students underestimated the instructors' interest in MT tools.

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