A process-based perspective on the effects of machine translation on L2 writing

Abstract

[EN] Most existing empirical work on the effects of Machine Translation (MT) use on second language (L2) writing has concentrated on its impact on writing products, with much less research addressing its effects on L2 learners’ behaviours during writing. We therefore investigate whether the L2 writing process varies depending on whether learners are provided access to MT or to an online bilingual dictionary. Twenty-seven L1 Dutch learners of Swedish were assigned four writing tasks, with two tasks completed in each condition (MT or dictionary). While writing, participants’ keystrokes were registered. Descriptive measures were used to summarize and compare participants’ writing speed, tool engagement, and pausing behaviour across the two conditions. Results indicated that participants wrote more in less time, consulted the tool more frequently but for shorter periods of time, and paused longer between higher textual units when provided access to MT.