Shockley 1

Alexander Shockley
English Composition II
2/28/2023
AI as a Tool for Foreign Language in the Classroom

Dossier Introduction

The world of foreign language education has changed wildly over the course of the past
two decades. Online engines have been developed in order to help students translate, learn
grammar, and progress their skills in other languages. The question on the minds of many
educators in the years since the creation of the engines is how these tools can be used to help
students. The central question I am looking to answer is: How can machine translation (MT) and
computer-assisted language learning (CALL) be used to help students reach higher levels of
fluency in the foreign language classroom? This also begs the question, what do I mean when I
say “higher levels of fluency?” In this case, an elevated level of fluency involves students not
only accurately translating and ironing out their errors while writing and speaking, but also their
confidence in their abilities in the language they are learning. The presence of this technology is
inevitable, so educators and their sponsors may as well discover the most effective methods of
using it to further the knowledge of their students.
So far, I have gathered 30 sources I have deemed relevant to the topic, and will gradually
shave down the list of sources to most effectively provide information on the varied perspectives.
These sources vary wildly in terms of when they were developed, where they were developed,
and the perspectives on display. I wanted to find an array of diverse pieces with different native
speakers that will give me valuable insight on not only how these AI tools function across the
board in numerous different languages.
The sources I have selected for my annotated bibliography have been picked in the
interest of looking at how these machine translation tools can be both beneficial but also
imperfect from several different angles. These sources look at the many use cases for this
technology, they acknowledge the problems that this technology can cause, and they examine
how this technology has progressed over time. In the years since its inception, machine
translation has only become more and more effective. The varying perspectives I will examine
detail the different areas in which these computer assisted language learning tools are best used,
and to what degree it is recommended that they be used.

The first perspective I want to look at is those who are interested in integrating the
computer assisted language learning technologies into the preexisting structures of education to
help further student learning of new languages. This perspective looks to embrace this
technology, and isn’t afraid of students embracing it fully as well. This side of the discussion
does not feel that this technology is something to fear or reject, and wants to openly utilize it in
the conventional everyday classroom.

● Technology and the future of language teaching

Kessler, Greg. https://www.proquest.com/docview/2018571023?accountid=10003&pq-
origsite=primo&parentSessionId=GAyyQSDYyuBDaap
%2BHfIDiAXhTGi76G3N4B1wdJjf5gg%3D#
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● Using Online Translators in the Second Language Classroom: Ideas for Advanced-level
Spanish
Enkin, Elizabeth ; Mejías-Bikandi, Errapel.
https://ucf-flvc.primo.exlibrisgroup.com/permalink/01FALSC_UCF/14t48f1/
cdi_proquest_journals_1837174827
● Towards a digital bilingualism? Students’ use of machine translation in international
higher education
Zhou, Shu ; Zhao, Shuo ; Groves, Michael.
https://www.sciencedirect.com/science/article/pii/S1475158522001138
● Perceptions and Practices of Machine Translation Among 6th-12th Grade World
Language Teachers
Merschel, Lisa ; Munné, Joan.
https://escholarship.org/uc/item/7k79n15r

The second perspective I am looking to highlight is those who are interested in using
machine translation more sparingly in education. They respect the strengths of this technology,
but also are aware of the limitations and errors that come with it. They want to utilize these tools
in a manner where students will not become overly reliant on them, and will cultivate their
fluency through more classical learning methods. This perspective is set in a more traditional
state of mind when it comes to learning language, and wants to focus on the importance of
human interactions in the language learning process.

● Machine translation and the L2 classroom: Pedagogical solutions for making peace with
Google translate
Ducar, Cynthia ; Schocket, Deborah Houk.
https://ucf-flvc.primo.exlibrisgroup.com/permalink/01FALSC_UCF/14t48f1/
cdi_proquest_journals_2161029240
● Can automated machine translation evaluation metrics be used to assess students’
interpretation in the language learning classroom?
Han, Chao ; Lu, Xiaolei.
https://www.tandfonline.com/doi/full/10.1080/09588221.2021.1968915
● The effectiveness of machine translation in foreign language education: a systematic
review and meta-analysis
Lee, Sangmin-Michelle.
https://www.tandfonline.com/doi/full/10.1080/09588221.2021.1901745
● The effect of using machine translation on linguistic features in L2 writing across
proficiency levels and text genres
Chung, Eun Seon ; Ahn, Soojin.
https://www.tandfonline.com/doi/full/10.1080/09588221.2020.1871029

The third perspective I would like to look at is those who are embracing computer
assisted language learning to create entirely new concepts for teaching foreign languages, as they
develop forms of teaching entirely specific to the modern technological era involving these new
tools, wholly altering the structure of language learning we know currently. This perspective is
all about flipping language learning as we know it on its head, as opposed to simply integrating it
into standard structures, or using it scarcely.
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● Impact of Virtual Reality on L2 French Learners’ Language Anxiety and Oral

Comprehensibility: An Exploratory Study
Thrasher, Tricia.
https://ucf-flvc.primo.exlibrisgroup.com/permalink/01FALSC_UCF/kon0g9/
cdi_crossref_primary_10_1558_cj_42198
● Gamifying the foreign language classroom for brain-friendly learning
Rueckert, Daniel ; Pico, Karina ; Kim, Daesang ; Calero Sánchez, Ximena.
https://onlinelibrary.wiley.com/doi/full/10.1111/flan.12490
● Metaphors for social media‐enhanced foreign language teaching and learning
Reinhardt, Jonathon.
https://ucf-flvc.primo.exlibrisgroup.com/permalink/01FALSC_UCF/14t48f1/
cdi_proquest_journals_2497229975
● Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign
language learning
Zhang, Ruofei ; Zou, Di.
https://www.tandfonline.com/doi/full/10.1080/09588221.2020.1744666

I have found the biggest challenge so far in the creation of the research dossier has been
establishing the perspectives. Initially I looked at a more dichotomous structure, thinking of
those in favor of the new technology, those opposed, and those neutral. However, the further
research I did, the more I realized that the amount of people wholly opposed to the idea of this
new technology was hard enough to find that I couldn’t build a corner of this dynamic around it.
Rather, after a few hours of examining many of the sources and determining the intents of each, I
established 3 perspectives that, while similar, all characterize distinct parts of this discussion.
Those who want to integrate this technology into our preexisting educational systems, those who
want to use it scarcely, and those who want to pave entirely new paths and ideas with this
technology to push education to new heights.

Research Proposal

Subject: Research Proposal: AI as a Tool for Foreign Language in the Classroom

Topic description: For this research project I want to examine how different AI translators can be
used as effective teaching tools in schools, the pros and cons of using this technology to help
teach foreign languages, and if new methods of teaching and learning can be paved with this new
technology.

Documentation Style: I have elected to use MLA for this particular piece because I have a good
amount of experience with it, and since this is a qualitative study this style is applicable.

Purpose: As a Spanish B.A. major looking to teach the language at the high school level, I think
this project will educate me on how I can navigate the rapidly expanding world of AI as a foreign
language teacher, and the ways that I can incorporate (or even un-incorporate) this new
technology in my teaching style. This is all in the service of educating students most effectively
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and keeping Spanish engaging and interesting for them. Rather than rejecting technological
progress, it is important to understand it and adapt to it accordingly.

Intended audience: My audience will be the TED Talk audience of my classmates, so although
many of them are notably intelligent and capable, I may need to make certain terminology
specific to the field more clear to them, simply because it is not their focus.

Research Question / Preliminary Thesis / Argument: How can AI language-learning tools

effectively assist learners in the classroom in reaching higher levels of fluency?

Keywords:

AI as a tool for foreign language in the classroom

Is AI an effective tool for teaching foreign languages in the American classroom?

AI / Artificial Intelligence / translation engines / Online Machine Translation

Foreign language / other languages / world languages

American classroom / American education system / English-speaking classroom

Computer-assisted Language Learning (CALL)

Machine Translation (MT)

Types of research areas: Most of my research will be pulled from scholarly or internet sources,
as doing field research in this particular circumstance could be more time-consuming and could
lead to obstacles such as needing approval to interview people.

Annotated Bibliography

Chung, Eun Seon, and Soojin Ahn. “The Effect of Using Machine Translation on Linguistic
Features in L2 Writing Across Proficiency Levels and Text Genres.” Computer assisted language
learning 35.9 (2022): 2239–2264. Web.

Content:
Many studies that have investigated the educational value of online machine translation
(MT) in second language (L2) writing generally report significant improvements after
MT use, but no study as of yet has comprehensively analyzed the effectiveness of MT use
in terms of various measures in syntactic complexity, accuracy, lexical complexity, and
fluency (CALF). The present study examined how learners' use of MT affects CALF
measures in L2 writing using evaluations by automated computational tools as well as
human raters. In addition, the study investigated whether proficiency level and text genre
affect the learners' use of MT. A total of 91 Korean learners of English participated in the
main task of the study in which they wrote on an assigned topic in English first without
the help of any resource, and then on a different topic using only Google Translate a
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week later. Text analysis of students' writing revealed major improvements in accuracy
but unclear benefits in syntactic and lexical complexity. It was also found that MT use
provided different advantages and disadvantages depending on the proficiency level (high
vs. low) and text genre (narrative vs. argumentative). Survey responses strongly indicated
that students are highly satisfied with MT and plan to use it again in the future despite
being aware of its limitations. Overall, this study found that MT can be useful for
improving accuracy but must be used with much discretion for it to benefit other aspects
of L2 writing. (Summary from UCF Library Primo website)
Author: Eun Seon Chung is a researcher that worked with Hankuk University of Foreign
Studies with a focus on language.
BEAM: This article tries to view the subject of machine translation in the most objective
way possible, allowing for the perks of these engines to be acknowledged, while also
firmly taking the stance that this technology should be used very modestly.

Ducar, Cynthia, and Deborah Houk Schocket. “Machine Translation and the L2 Classroom:
Pedagogical Solutions for Making Peace with Google Translate.” Foreign language annals 51.4
(2018): 779–795. Web.

Content: This article addresses a key pedagogical issue of our time: the widespread yet
generally unwelcome presence of machine translation (MT) in the language classroom.
Studies have repeatedly shown that L2 students consult the most widely used translation
tool, Google Translate (GT), in spite of the fact that its use is frowned upon by second
language (L2) instructors. Even so, academic honesty violations are not always reported,
nor is there a consensus on whether the use of MT constitutes a form of cheating.
Recognizing the omnipresence of GT in L2 student work, this article examines current
research on the use of MT, highlights the strengths and limitations of this technology,
explores 21st‐century pedagogical solutions designed to harness the capabilities of both
MT and alternative technologies, and suggests venues for future research with the goal of
ensuring learners’ academic growth in line with ACTFL's Can‐Do Statements for
Intercultural Communication. The Challenge Google Translate (GT) is an inescapable
reality in today's second language (L2) classroom. What challenges and opportunities
does this technology present to L2 students and instructors? Is it possible to deter students
from overusing this technology? How can teaching students about the strengths and
weaknesses of this technology transform some of the challenges into learning
opportunities? (Summary from UCF Library Primo website)
Author: Cynthia Ducar is a researcher that worked with Bowling Green State University,
with a focus on Spanish.
BEAM: This paper forwardly acknowledges ways that the AI technology can be used to
help learners, but also places clear emphasis on the human aspects of language that
cannot effectively be replicated with inhuman technology.

Enkin, Elizabeth, and Errapel Mejías-Bikandi. “Using Online Translators in the Second
Language Classroom: Ideas for Advanced-Level Spanish.” Latin American journal of content &
language integrated learning 9.1 (2016): 138–. Web.
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Content:
In this paper, we discuss the benefits of using online translators in the foreign language
classroom. Specifically, we discuss how faulty online translator output can be used to
create activities that help raise metalinguistic awareness of second language grammar and
of the differences between grammatical constructions in the first and second language,
which can help with the language learning process. Specific structures for advanced-level
Spanish that produce faulty online translator output are explained, and then we provide
sample editing-type activities for these structures, as well as anecdotal evidence regarding
students' reactions to these tasks. Although the activities discussed are specifically
designed for Spanish, they may also be used as a model for other languages. Importantly,
these activities may prove helpful for Spanish teachers because these structures are
covered in many university-level advanced Spanish grammar courses. These types of
activities could also ultimately help students who will be seeking translation- oriented
jobs. (Summary from UCF Library Primo website)
Author: Elizabeth Enkin is a researcher who worked with the University of Arizona,
with a focus in Spanish and modern languages.
BEAM: This paper looks at both the strengths and flaws of online translation tools in
tandem, and how flaws in the machine translation systems can be used to create activities
for students to point out where the machine made a mistake to increase their own
comprehension of conventions of the language.

Han, Chao, and Xiaolei Lu. “Can Automated Machine Translation Evaluation Metrics Be Used
to Assess Students’ Interpretation in the Language Learning Classroom?” Computer assisted
language learning ahead-of-print.ahead-of-print (2021): 1–24. Web.

Content: The use of translation and interpreting (T&I) in the language learning
classroom is commonplace, serving various pedagogical and assessment purposes.
Previous utilization of T&I exercises is driven largely by their potential to enhance
language learning, whereas the latest trend has begun to underscore T&I as a crucial skill
to be acquired as part of transcultural competence for language learners and future
language users. Despite their growing popularity and utility in the language learning
classroom, assessing T&I is time-consuming, labor-intensive and cognitively taxing for
human raters (e.g., language teachers), primarily because T&I assessment entails
meticulous evaluation of informational equivalence between the source-language
message and target-language renditions. One possible solution is to rely on automated
quality metrics that are originally developed to evaluate machine translation (MT). In the
current study, we investigated the viability of using four automated MT evaluation
metrics, BLEU, NIST, METEOR and TER, to assess human interpretation. Essentially,
we correlated the automated metric scores with the human-assigned scores (i.e., the
criterion measure) from multiple assessment scenarios to examine the degree of machine-
human parity. Overall, we observed fairly strong metric-human correlations for BLEU
(Pearson's r = 0.670), NIST (r = 0.673) and METEOR (r = 0.882), especially when the
metric computation was conducted on the sentence level rather than the text level. We
discussed these emerging findings and others in relation to the feasibility of
operationalizing MT metrics to evaluate students' interpretation in the language learning
classroom. Supplemental data for this article is available online at
 Shockley 7

https://doi.org/10.1080/09588221.2021.1968915 . (Summary from UCF Library Primo

website)
Author: Chao Han is a researcher who worked with Xiamen University, with a focus on
translation and interpreting.
BEAM: This study looked to compare how human reviewers could correct a language
assessment versus how different AI reviewers could, with the humans ultimately coming
out on top. The research shows that at the time of testing, the educated humans can do a
more effective job than the AI tools, but also these results could vary with a larger sample
size of AI tested.

Kessler, Greg. “Technology and the Future of Language Teaching.” Foreign language annals
51.1 (2018): 205–218. Web.

Content:
We are living in a time with unprecedented opportunities to communicate with others in
authentic and compelling linguistically and culturally contextualized domains. In fact,
language teachers today are faced with so many fascinating options for using technology
to enhance language learning that it can be overwhelming. Even for those who are
inclined to experiment with emerging technologies, it can be challenging to identify
which resources, tools, or Web sites may best fit a particular lesson, activity, or goal.
Many of the most compelling opportunities are situated within the same global social and
technology trends that have become commonplace in our daily lives, including social
media, artificial intelligence, big data, and augmented reality. This article addresses the
extent to which technology‐mediated social interactions dominate our daily lives, how we
can leverage those interactions to the benefit of our learners, and how we can engage
them in learning experiences in ways that will encourage them to practice language
extensively. Challenges Technology offers unprecedented opportunities to communicate
with others in authentic and compelling, linguistically and culturally contextualized
domains. How can we leverage learners’ technologically mediated and highly
participatory culture and an array of quickly emerging technologies, including language
learning media, artificial intelligence, big data, and augmented reality to enhance
language teaching and learning? (Summary from UCF Library Primo website)
Author: Greg Kessler is a researcher that has worked with Ohio University, with a focus
on instructional technology.
BEAM: This piece looks to view the inevitable changes that computer assisted language
learning technology will bring, and finding ways for educators to embrace these changes
and develop methods to integrate these tools into the curriculum, while acknowledging
the challenges that will inevitably come with these changes.

Lee, Sangmin-Michelle. “The Effectiveness of Machine Translation in Foreign Language

Education: a Systematic Review and Meta-Analysis.” Computer assisted language learning 36.1-
2 (2023): 103–125. Web.

Content:
With a significant number of students using machine translation (MT) for academic
purposes in recent years, language teachers can no longer ignore it in their classrooms.
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Although an increasing number of studies have reported its pedagogical benefits, studies
have also revealed that language teachers are still sceptical about using MT for various
reasons. Most of all, they have limited trust in MT quality and the effectiveness of using
MT in foreign language (FL) learning. Hence, the current study examined these issues to
provide an overview and a guide to language teachers regarding the use of MT in FL
education. The study examined 87 MT studies related to FL education published between
2000 and 2019. It employed both systematic review (primary) and meta-analysis
(secondary) as research methods for a robust data analysis. The results showed that the
number of publications in this area has increased in recent years and that MT quality has
been significantly enhanced. Most studies also reported the positive impacts of using MT
in FL learning, particularly for writing. However, this study also found that students had
mixed emotions about MT and that there are disparities in perceptions between
instructors and students. Based on the results, the present study presents several
pedagogical implications and suggestions for future research on MT. (Summary from
UCF Library Primo website)
Author: Sangmin-Michelle Lee is a researcher that has worked with Kyung Hee
University, with a focus on global communication.
BEAM: This study shows a nuanced perspective that while these AI language tools can
be helpful in specific use cases, it makes clear that these tools do not necessarily facilitate
definitive language learning. They display that these tools can help you reach a translated
piece, but cannot teach you how to achieve a translated piece by yourself.

Merschel, Lisa, and Joan Munné. “Perceptions and Practices of Machine Translation Among 6th-
12th Grade World Language Teachers.” L2 Journal 14.1 (2022): 60–. Web.

Content: Many researchers and educators have studied the use of Machine Translation
(MT) in the L2 classroom, yet little data exists on World Language 6-12th grade
educators' perceptions of MT. This study inquires into the ways that middle school and
high school L2 educators perceive MT and how educators are adapting their assignments
in light of its use. The results of this study show that a punitive approach is prevalent, in
that MT is largely banned, and that infractions result in a wide array of consequences for
students. The findings also suggest that a more deliberate inclusion of MT practices in the
L2 classroom would be beneficial to teachers and students. For this reason, the study
concludes with pedagogical suggestions regarding the incorporation of MT in the L2
classroom. (Summary from UCF Library Primo website)
Author: Lisa Merschel is a researcher who worked with Duke University, with a focus
on romance language studies.
BEAM: This paper acknowledges the challenges and roadblocks that come with middle
and high school educators attempting to incorporate these AI language tools into the
classroom, but encourages the teachers to accept this technology with open arms, in the
interest of keeping up with the modern times, and not ignoring the technology students
will inevitably use.

Rueckert, Daniel et al. “Gamifying the Foreign Language Classroom for Brain‐friendly
Learning.” Foreign language annals 53.4 (2020): 686–703. Web.
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Content:
New instructional models for learning are emerging as alternatives to traditional
education. Gamified instruction is touted as a motivational alternative for learning that
increases learner autonomy, but research is lacking into its educational merit beyond
those claims. This study measured the extent to which a gamified English as a foreign
language classroom adhered to 21 principles of good education proposed by Mind, Brain,
and Education (MBE) researchers in comparison to a traditional classroom. It also
explored the claim that gamification promotes greater learner autonomy. Two sections of
a college English class in Ecuador were used in this study. One was gamified and the
other used a traditional education model. Both groups completed a 22 Likert Scale item
questionnaire which correlated questions with each MBE principle and one question
about perceived autonomy. The teacher and the students also provided comments about
the experience. The data showed that the gamified group had higher rankings of
perceived adherence to all of the 21 principles and a statement about autonomy with 14
of them being significantly higher. The qualitative data also supported the greater
perceived adherence to MBE principles and an increase in perceived autonomy amongst
students from the gamified group. It was concluded that gamified instruction did provide
a learning environment that adhered more closely to proposals made by MBE researchers
for good education and did create an atmosphere where students felt greater control of
their learning. The Challenge There must be a better way! Gamified versus traditional
instruction: Gamified instruction is supposed to be more motivating than traditional
language learning. Is it friendlier for our brains learning as well? This study compares
two sections of an EFL class to determine which model wins the brain‐friendly title.
(Summary from UCF Library Primo website)
Author: Daniel Ruekert is a researcher who worked with California State University,
with a focus in modern languages and literature.
BEAM: This article has a clear preference in favor of these computer assisted language
learning tools, and wants to use these tools to revolutionize how language is taught,
turning it more into a game to cultivate motivation and agency in students.

Reinhardt, Jonathon. “Metaphors for Social Media‐enhanced Foreign Language Teaching and
Learning.” Foreign language annals 53.2 (2020): 234–242. Web.

Content:
As L2 (foreign and second language) instructors and materials designers are faced with
online and distance learning mandates, new perspectives on how to use familiar,
everyday technologies that learners can access from home like social media are welcome.
Imagining these new uses, however, may require going beyond the traditional computer‐
assisted language learning (CALL) metaphors of computer‐as‐tutor or tool, which were
established before social media. This article outlines four new metaphors that better
capture the new user dynamics of social media: windows, mirrors, doorways, and
playgrounds. After a discussion of the brief history of CALL metaphors, these new
metaphors are presented with support from research alongside ideas for L2 teaching and
learning. The Challenge Social media—Facebook, Twitter, YouTube, and so forth—are
ubiquitous and popular among learners, but how can they be used for formal L2 learning
purposes? How can we conceptualize the design of social media‐enhanced learning
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activities? This article presents four metaphors for thinking about the value of social
media for L2 learning: windows, mirrors, doorways, and playgrounds. (Summary from
UCF Library Primo website)
Author: Jonathan Reinhardt is a researcher who worked with the University of Arizona,
with a focus on English.
BEAM: This study clearly cites that both in-person activities and online activities for
learning language have their merit, and wants to embrace the usage of social media to
create a new way for developing language skills.

Thrasher, Tricia. “Impact of Virtual Reality on L2 French Learners’ Language Anxiety and Oral
Comprehensibility: An Exploratory Study.” CALICO journal 39.2 (2022): n. pag. Web.

Content: Research has noted that virtual reality (VR) environments can lessen language
learners’ foreign language anxiety (FLA). However, previous research has relied
primarily on participants’ qualitative opinions, leading to a lack of studies empirically
assessing how VR impacts anxiety and, consequently, second language (L2) oral
production. This pilot study addresses these gaps by exploring how VR influences the
self-reported and physiological FLA and oral comprehensibility of 25 L2 French learners.
Participants completed four comparable interpersonal consensus building tasks over eight
weeks: two in the social VR application, vTime XR™, and two in a traditional classroom.
Immediately following each task, participants self-assessed their anxiety. Moreover, a
subsample of participants’ self-reported anxiety data was complemented with a
physiological indicator of anxiety, salivary cortisol, to evaluate using this biomarker in
FLA research. Participants’ speech for all tasks was rated by four native French speakers
for comprehensibility. Descriptive statistics are presented. Self-reported anxiety and
cortisol data indicated that participants were less anxious in VR and throughout the eight
weeks. A positive correlation was found between self-reported and cortisol data,
indicating consistency between these two anxiety measures. Finally, raters found
participants to be more comprehensible in VR and when they self-reported lower anxiety.
(Summary from UCF Library Primo website)
Author: Tricia Thrasher is a researcher who worked with the University of Illinois, with
a focus in French.
BEAM: This piece shows a clear acceptance of modern online language learning
technology, as it looks to encourage educators to embrace using virtual reality to help
make their students feel more confident in their language usage.

Zhang, Ruofei, and Di Zou. “Types, Purposes, and Effectiveness of State-of-the-Art

Technologies for Second and Foreign Language Learning.” Computer assisted language learning
35.4 (2022): 696–742. Web.

Content:
Digital technologies have been widely used to enhance language learning, the
effectiveness of which has been acknowledged in the literature. With the rapid
development of digital devices and technologies, increasing technologies have been used
in the most recent several years, leading to more diversified approaches to language
education. This exceptional advance over the past few years calls for a summary of state-
 Shockley 11

of-the-art technologies that have been used to enhance language learning and promote
effective learning. The present study was conducted to fill this gap by reviewing all the
relevant publications in 10 widely recognised journals in the field of technology-
enhanced language learning. An analysis of 57 articles indicated five major types of
technology for second and foreign language learning (i.e. technologies for mobile
learning, multimedia learning and socialisation, speech-to-text and text-to-speech
recognition, and digital-game-based learning). The results also showed four primary
purposes and benefits of the state-of-the-art technologies: promoting practices, delivering
instructional content, facilitating interactions, and restructuring teaching approaches.
Moreover, these state-of-the-art technologies have been integrated into various aspects of
language teaching and learning, the overall impact of which has been positive. (Summary
from UCF Library Primo website)
Author: Ruofei Zhang is a researcher who worked with the Education University of
Hong Kong, with a focus on English language education.
BEAM: This study looks at the many modern language teaching tools and systems that
have come about during the modern technological era, and fully embraces them,
discussing the overwhelmingly positive results these new tools have brought about.

Zhou, Shu, Shuo Zhao, and Michael Groves. “Towards a Digital Bilingualism? Students’ Use of
Machine Translation in International Higher Education.” Journal of English for academic
purposes 60 (2022): 101193–. Web.

Content:
This study aims to investigate the way in which Machine Translation is used in practice
by students at a transnational joint venture in China. This is a mixed-methods study,
involving a questionnaire and focus groups with Chinese students who are studying on an
English as a Medium of Instruction (EMI) programme in China. The findings suggest that
the students are using the technology in strategic and nuanced ways in order to support
their academic studies and enhance their abilities in the English language. The students
do not cede complete control of their writing to the automated system, but take a critical
and thoughtful approach towards how a combination of their own knowledge and
technological assistance can support them in their academic endeavours. They translate
shorter pieces of language to produce more accurate output and critically evaluate this
output, especially when culturally related. When faced with time constraints, they
translate paragraphs or whole texts, but then refine the grammar and logical transition
within the output. Therefore, students appear to regard MT as an additional strategy with
which to achieve communicative success as opposed to a substitute for their own writing
skills. The authors discuss these findings and draw parallels between this and the idea of
translanguaging, suggesting that students are incorporating the digital resources into the
repertoire of linguistic resources available to them. (Summary from UCF Library Primo
website)
Author: Shu Zhou is a researcher who worked with Dongbei Institute of Finance and
Economics, with a focus in English.
BEAM: This article shows a nuanced perspective of the machine translation technology,
while still embracing it for its use. It emphasizes that while a helpful tool, this technology
cannot singlehandedly teach you a language, and students are becoming increasingly
 Shockley 12

aware of this, and are beginning to consider how to incorporate this technology to help
them, rather than serve as “training wheels” for them.