Machine Translation Use in Language Learning: Learner Characteristics, Beliefs, and Ethical Concerns

Introduction

Constantly developing, technology has led to changes or improvements in many areas of life also by reshaping habits and lifestyles. Thus, recent advances have brought about the term of digitalization in transforming information, and artificial intelligence has been integrated into activities of daily living. As in all fields, educational programs have been evaluated and adapted to keep up with the changing winds. Furthermore, independent learning opportunities have increased as anyone can reach information, digital resources and tools that meet their needs easily. As for language learning, the digital world supports learners with programs and tools specially designed for language learning or adapted for the purpose. While there is an ongoing trend in promoting new ways to learn and practice a language, there have already been available tools and programs in use benefitting artificial intelligence. Despite not being specially designed for language learning, machine translation (MT) defined as translation between two languages without human involvement by using artificial intelligence is one of the methods that is utilized for various components of language studies. For instance, it is possible for autonomous learners to conduct self-regulated language studies by using online machine translation tools to check meaning and pronunciation of words and phrases, get support to generate and understand sentences while studying reading, speaking, and writing skills. In this respect, the related research has revealed a positive impact of using free online machine translation (FOMT) tools on language studies (particularly using them to improve writing) (e.g., Fredholm, 2019; Garcia & Pena, 2011; Jolley & Maimone, 2015; Lee, 2023; O’Neill, 2019). Additionally, the suggestion is that through instruction on how to use these platforms effectively, they can be useful tools that support language learners to become proficient autonomous learners with high level of metalinguistic awareness (e.g., O’Neill, 2019). In accordance with the positive effects proposed, learners are inclined to have positive views about using machine translation for their language studies (e.g., Clifford et al., 2013; Urlaub & Dessein, 2022). On the other hand, it has been found out that teachers tend to have negative views about their use due to ethical concerns as they may consider their use as cheating (e.g., Clifford et al., 2013; Hellmich, 2019; Lee, 2023; Urlaub & Dessein, 2022). Considering the controversy in the opinions and findings about the use of MT-thus artificial intelligence-in language learning, it seems necessary to shed light on the issue by presenting positive and negative aspects, also ethical concerns reviewed in the related literature. Therefore, concerning the need to focus more on the use of MT in language learning, this chapter proposes to address background issues with introduction to artificial intelligence and MT use with explanations about beliefs and concerns, and benefits and drawbacks regarding the use of MT for language study purposes, which are discussed in light of the existing research. Overall, the chapter aims to inform about how MT, one of the artificial intelligence tools, is and/or could be integrated in language learning while addressing learner characteristics such as proficiency, metalinguistic awareness and autonomy.