{"id":857,"date":"2019-02-08T14:57:52","date_gmt":"2019-02-08T05:57:52","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/?page_id=857"},"modified":"2020-09-14T10:13:19","modified_gmt":"2020-09-14T01:13:19","slug":"moore_et_al_2","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/moore_et_al_2\/","title":{"rendered":"Machine Translation for EFL"},"content":{"rendered":"

Paul J. Moore (University of Queensland), Phil Murphy, Luann Pascucci, and Scott Sustenance (Kanda University of International Studies)<\/strong><\/span><\/p>\n

Moore, P.J., Murphy, P., Pascucci, L., & Sustenance, S. (2019).\u00a0Machine translation for EFL.\u00a0Relay Journal, 2<\/em>(1), 228-235.\u00a0https:\/\/doi.org\/10.37237\/relay\/020127<\/p>\n

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*This page reflects the original version of this document. Please see PDF for most recent and updated version.<\/span><\/p>\n

Abstract<\/span><\/p>\n

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.<\/span><\/p>\n

Keywords<\/em>: online machine translation, EFL, Japanese university<\/span><\/p>\n

 <\/p>\n

The study reported here investigates the interaction between language learner, technology and task in evaluating the affordances of Google Translate in second language task performance (Chapelle, 2001), to ascertain how the technology mediates task performance in a Japanese university context, across tasks of varying complexity and modality. In line with the broader focus on how second language production and interaction are mediated by technology in the field of computer-assisted language learning there have been recent calls to investigate how computer-based speaking performance is influenced by learners\u2019 interaction through and with technology (Chung, 2017; Iwashita, May & Moore, 2017). Reflecting on how communication is increasingly technologically mediated in broader society (and second language learning), Chapelle and her colleagues (e.g., Sauro & Chapelle, 2017) argue that the construct of L2 communicative competence should be broadened to include technological competence in cultural contexts. By investigating the complex interactions among test-taker, task and technology in a Japanese context, this study has the potential to provide further insights into technologically mediated communicative competence.<\/span><\/p>\n

Literature Review<\/strong><\/span><\/p>\n

The role of translation in foreign language learning<\/strong><\/em><\/span><\/p>\n

Informed by the prominence of communicative language teaching (CLT) in second language acquisition (SLA) theory, as well as a general rejection of traditional grammar translation methodology (e.g., Howatt, 1984), translation was generally discounted as a pedagogical tool from a cognitive SLA perspective. This perspective has included an assumption that maximal exposure to the second language is necessary for second language development, and that use of the first language in second language pedagogy interferes with the development of second language proficiency. Recent perspectives on second language learning (e.g., Cook, 2010, Moore, 2013, 2017, 2018; Ortega, 2014), have led to a reconsideration of the supporting roles that the L1 play in the development of second (bi\/multilingual) language proficiency.<\/span><\/p>\n

Online machine translation<\/strong><\/em><\/span><\/p>\n

As with the introduction of all new technologies, there is a long held distinction between the hype, often created in the first instance by the creators of the technology (including MT language service providers), and the reality. Historically, the hype of emerging technologies has been met with polarizing views on their potential influence on society, and education. From the field of translation education, Cronin (2013, p. 2) distinguishes between \u2018the backwards look\u2019, which laments the lost skills (and jobs) brought about by automation and \u2018the forwards look\u2019 which sees technological advances as miraculous panacea. In tracing the development of machine translation, from IBM\u2019s 1954 \u2018electronic brain\u2019 Georgetown experiment to Google\u2019s 2016 introduction of neural machine translation (NMT), Moorkens (2018) argues that that there has been some improvement in accuracy, though the hype surrounding NMT is somewhat responsible for a boom in its by translation service providers. In professional translation, MT is commonly used in conjunction with human translation, and May (2018) draws on the concept of \u2018fitness for purpose\u2019 to establish conditions regarding when and how MT may be utilised. This concept is also useful for second language learning and use, in that critical awareness of the affordances of such tools may be important in determining the conditions under which they may support language learning.<\/span><\/p>\n

Online machine translation and foreign language learning<\/em><\/strong><\/span><\/p>\n

Little research has been undertaken into the use of online machine translation (OMT) for foreign language learning, and the existing research generally relies on self-report data. Such an approach suggests the exploratory nature of this relatively new research area. Recent research has focused on the role of MT in post-editing of academic writing (O\u2019Brien et al., 2018) for EFL writers, finding that participants had mixed views as to the effectiveness of MT in comparison with self-editing of their written work. Groves & Mundt (2015) argue that regardless of teachers\u2019 and researchers\u2019 perspectives, learners of English will draw on tools like Google Translate if they perceive them as useful. Briggs (2018) reports on a survey of 80 Korean learners of EFL regarding their use of and perceptions as to the effectiveness of OMT in supporting their language learning. Approximately half of the participants reported believing that OMT was beneficial for language learning, and that their use should be permitted in EFL classrooms.<\/span><\/p>\n

The fact that learners perceive OMT favourably supports their continued use for language learning purposes, and learners and teachers should be critically aware of the affordances of such tools. Interestingly, learners in recent studies reported above seem to be less aware of the capability of OMT to analyse spoken language, and its speech-to-text capabilities, the former of which was a major focus of the hype generated during the launch of Google\u2019s Pixel 2 in October 2017.<\/span><\/p>\n

Research Questions<\/strong><\/span><\/p>\n

RQ1. How does GT mediate learners\u2019 performance on a range of second language tasks, varying in complexity and modality?<\/span><\/p>\n

    \n
  1. A one-way oral task (giving directions);<\/span><\/li>\n
  2. A multimodal task (interpreting a sign);<\/span><\/li>\n
  3. A writing task (based on prompts);<\/span><\/li>\n
  4. A narrative task (recounting experience).<\/span><\/li>\n<\/ol>\n

    RQ2. How effectively does GT perform in translating language learners\u2019 L1 or L2 output in each task?<\/span><\/p>\n

    RQ3. How effective is GT in supporting (a) task performance and (b) independent language learning, as perceived by the learners.<\/span><\/p>\n

    Overview of the Methodology<\/strong><\/span><\/p>\n

    The research follows a qualitative design with a focus on an empirical evaluation of the affordances of Google Translate (GT) for independent CALL (Chapelle, 2001; Levy & Moore, 2018). Data from four sources will be triangulated to answer the three research questions. In addition to allowing for data collection over a short period of time, such a design also allows for validation of findings from a range of perspectives.<\/span><\/p>\n

    Participants<\/strong><\/em><\/span><\/p>\n

    The study is being conducted in an English Language Institute in a small private university in Japan, where students major in languages as well as related programs in international studies. Data are being collected from ten first or second year students of English as a foreign language (aged 18-21), enrolled in English language courses at the university. As such, recruitment will be based on a convenience sample of potential participants who fit the purpose of the study (D\u00f6rnyei & Taguchi, 2010). Student participants\u2019 language proficiency will be at the intermediate level (A2 or B1 on the internationally recognised Common European Framework for Languages CEFR).<\/span><\/p>\n

    Data collection<\/strong><\/em><\/span><\/p>\n

    This study will draw upon three major data sources:<\/span><\/p>\n