이 연구의 목적은 온라인 기계 번역 (MT)이 제 2 언어 학습자의 학문 읽기 및 쓰기 개발을 지원할 수 있는지 여부를 조사하는 것입니다. 실험 전과 실험 후 준 실험적 설계를 사용하여 실험 집단에 MT 지원이 포함 된 학술 기사를 읽을 수있는 기회를 제공하여 학술 어휘 ...

이 연구의 목적은 온라인 기계 번역 (MT)이 제 2 언어 학습자의 학문 읽기 및 쓰기 개발을 지원할 수 있는지 여부를 조사하는 것입니다. 실험 전과 실험 후 준 실험적 설계를 사용하여 실험 집단에 MT 지원이 포함 된 학술 기사를 읽을 수있는 기회를 제공하여 학술 어휘 지식, 서면 문법 능력 및 학술 작문 능력을 향상시킬 수 있는지 여부를 확인했습니다. 결과는 기계 번역 도구를 통해 학습자가 L2 작문 문법을 향상시키기 위해 어려운 학문에 대한 이해를 높이는데 도움을 주지만 어휘 발달이나 전체 L2 작문 능력을 지원하지는 않습니다.

The purpose of this research was to examine whether online machine translation (MT) can support the academic reading and writing development of second language learners. A pre-test/ post-test quasi-experimental design was used where the treatment grou ...

The purpose of this research was to examine whether online machine translation (MT) can support the academic reading and writing development of second language learners. A pre-test/ post-test quasi-experimental design was used where the treatment group was provided with opportunities to read academic articles with MT support to establish whether it could improve their academic vocabulary knowledge, written grammar ability and academic writing. Results were that machine translation tools allow learners to scaffold their comprehension of challenging academic texts to improve their L2 written grammar but not support their vocabulary development or overall L2 writing ability.

Literacy demands placed upon learners of English for academic purposes continues to increase with growing online access to scholarly communities from around the world. To gain full access to these resources, English learners need to develop the requis ...

Literacy demands placed upon learners of English for academic purposes continues to increase with growing online access to scholarly communities from around the world. To gain full access to these resources, English learners need to develop the requisite skills to consume and produce these texts. Therefore, the purpose of this research was to examine whether online machine translation (MT) can support the academic reading and writing development of second language learners. A pre-test/ post-test quasi-experimental design was used where the treatment group was provided with opportunities to read academic articles with MT support to establish whether it could improve their academic vocabulary knowledge, written grammar ability and academic writing. Results were that machine translation tools allow learners to scaffold their comprehension of challenging academic texts to improve their L2 written grammar but not support their vocabulary development or overall L2 writing ability. These findings help to establish the value of using machine translation tools to support academic literacy in English by showing that they contribute to gains in L2 written grammar. Academic writing teachers may consider integrating these tools more into their courses to improve their students’ academic literacy and develop their L2 learning autonomy.

This study can make unique contributions to the existing research literature through addressing the area of the academic language development of language teachers. The findings from the present study can allow us to better understand the role that dig ...

This study can make unique contributions to the existing research literature through addressing the area of the academic language development of language teachers. The findings from the present study can allow us to better understand the role that digital tools like MT software can have in scaffolding learners’ comprehension of authentic academic texts to support their academic writing. Results can also further clarify whether digital MT tools can aid in the development of academic vocabulary knowledge. Educational contributions of this research can help to establish the value of using digital MT tools to support academic literacy in English. While the results reported here do not substantiate the use of MT supported L2 reading for developing L2 vocabulary or general writing ability, they do suggest its use for improving L2 written grammar. Therefore, academic writing teachers may consider integrating digital MT tools more into their courses. In addition to improvements in academic literacy, gains achieved through use of this tool could similarly increase the language proficiency of pre-service English teachers so they can engage in more independent professional development and serve as positive role models for their learners.