Speaker
Description
This presentation reports the results of an exploratory study into the effect that machine translation software (MT) has on EFL learners’ anxiety in a speech presentation assignment. Adapted FLCAS surveys administered in two EFL classes pre and post were analyzed to examine MT on reducing anxiety and its subscale components. Significant reductions in communication apprehension and negative evaluation were observed from MT integration, lending to the importance of its adoption in the L2 classroom.
Abstract section 1: Relevance
The prevailing trend toward the utilization of machine translation software (MT) in the L2 classroom has been investigated for its effect on the learning process (Garcia, 2010; Jolley & Maimone, 2015; Kim, 2024; Nino, 2009). Results have left learners and practitioners wondering how best to utilize this technology and what effect this is having on the learning environment. There is a limited amount of research on the cognitive impact of MT in the L2 classroom (Jolley & Maimone, 2022) and more specifically among low-level EFL learners.
Abstract section 3: Content/method
Two first-year university EFL classes, at a similar lower proficiency (A1 – A2 CEFR-J), were selected. Participants complete a speech assignment, with one class allowed to use MT during preparation, while the control class had to abstain from using it. An adapted FLCAS survey (Horwitz et al., 1986) was administered pre-post assignment and adjusted for speech presentation, MT, and English proficiency. The data was examined for reliability (α), paired t-tests, between-group tests, and effect sizes.
Abstract section 4: Outcomes/results
Results found no significant baseline differences between the two groups. There were significant pre/post reductions in communication apprehension (mean = 3.90 to 3.49, p = .009, dz = −0.66) and fear of negative evaluation (mean = 3.32 to 2.76, p = .013, dz = −0.63) subscales within the MT group. The non-MT group showed a slight reduction only in the communication apprehension subscale (mean = 3.96 to 3.63, p = .026, dz = −0.46). There were no significant post-test differences between the two groups, though MT is a feasible approach for enhancing confidence in L2 presentations, particularly for evaluative anxiety.
Abstract section 5: References
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
García, I. (2010). Can machine translation help the language learner. ICT for language learning, 4-7.
Jolley, J. R., & Maimone, L. (2015). Free online machine translation: Use and perceptions by Spanish students and instructors. Learn languages, explore cultures, transform lives, 181-200.
Jolley, J. R., & Maimone, L. (2022). Thirty years of machine translation in language teaching and learning: A review of the literature. L2 Journal 14(1), 26-44.
Kim, H. (2024). Machine translation use in presentation scripts: learners’ reflections and implications for English education. Korean Journal of English Language and Linguistics, 24, 425-440. https://doi.org/10.15738/kjell.24..202404.425
Niño, A. (2009). Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages. ReCALL, 21(2), 241-258.
https://doi.org/10.1017/s0958344009000172
Abstract section 2: Contribution/research questions
This study explores the cognitive impact of MT within low-proficiency EFL classrooms and the effect on anxiety during a speech presentation task. This will be framed within second language acquisition (SLA) anxiety theory (Horwitz et al.,1986). The aims were to determine whether MT utilization lowers EFL students’ reported classroom anxiety and also which dimensions (communication apprehension, test anxiety, fear of negative evaluation) are most affected by MT use.
| Title | Machine Translation and EFL Presentation Anxiety |
|---|---|
| Teaching Context | College and university education |