Speaker
Description
This presentation reports findings from two classroom-based studies examining how machine translation (MT) influences learner psychology. Using Self-Determination Theory as a framework, the studies explored effects on enjoyment, anxiety, and motivation among first-year Japanese university students. While MT supported communication and competence, qualitative findings suggest potential tensions with autonomy. Pedagogical implications for integrating MT in ways that support learner development will be discussed.
Abstract section 2: Contribution/research questions
This presentation reports findings from two exploratory studies examining how MT use relates to learner affect and motivation in a university EFL context. The research addressed two questions: (1) How does MT use influence learner enjoyment and anxiety? and (2) How does MT use relate to motivational development, including attitudes, Ideal L2 Self, and intended effort? The study contributes to growing CALL research by examining MT through a psychological, rather than purely linguistic, perspective.
Abstract section 3: Content/method
Both studies employed a mixed-methods design with first-year Japanese university students over a 14-week course. Quantitative data were collected using pre- and post-intervention questionnaires measuring Foreign Language Enjoyment, Anxiety, and motivational variables. Qualitative data were obtained through open-ended student reflections. One group engaged in MT-supported classroom activities, while a comparison group completed similar tasks without MT. Self-Determination Theory was used as a theoretical lens to interpret psychological outcomes.
Abstract section 4: Outcomes/results
Statistical analyses revealed few significant differences between groups. However, qualitative findings provided insight into learners’ psychological experiences. MT supported competence by enabling successful communication and reducing anxiety associated with linguistic limitations. At the same time, some learners expressed concerns about dependency, suggesting potential tension with autonomy and future-oriented motivation. MT also appeared to support relatedness by facilitating classroom interaction. These findings suggest that MT functions not only as a linguistic support tool, but also as a psychologically consequential resource. Implications for integrating MT in ways that support learner autonomy and motivation will be discussed.
Abstract section 5: References
Alharbi , W. (2023). The use and abuse of artificial intelligence-enabled machine translation in the EFL classroom: An exploratory study. Journal of Education and E-Learning Research, 10(4), 689–701. https://doi.org/10.20448/jeelr.v10i4.5091
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9-42). Bristol: Multilingual Matters.
Dewaele, J.-M., & MacIntyre, P.D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning Teaching, 4, 237-274.
Abstract section 1: Relevance
Machine translation (MT) is now widely accessible to language learners through smartphones, yet its psychological impact remains underexplored. While previous research has focused primarily on linguistic accuracy and performance outcomes, less attention has been given to how MT influences learner affect and motivation. Self-Determination Theory (Deci & Ryan, 2000) provides a useful framework for examining how technology use relates to learners’ basic psychological needs for autonomy, competence, and relatedness. Understanding these psychological dynamics is essential for educators seeking to integrate MT in ways that support both language development and learner motivation.
| Title | Machine Translation and Learner Psychology |
|---|---|
| Teaching Context | College and university education |