Abstract As machine translation (MT) systems have made significant progress in recent years, it is essential to understand their strengths and weaknesses. In this paper, I look at how ChatGPT ...compares with DeepL and Google Translate in performing a Chinese to English translation
task. This comparative analysis points to better readability of ChatGPT-generated translations compared with output by the conventional neural machine translation (NMT) engines. The analysis also unequivocally affirms that the enhanced capabilities noted have not resulted in an adequately
high level of context awareness able to shield algorithms from generating incoherent or contextually irrelevant texts or outright nonsense; and it concludes that the human touch remains indispensable and that any algorithmic takeover of the translation industry is not going to happen anytime
soon. This does not mean, the paper argues, that there is no urgency to relinquish a business-as-usual mindset. The paper highlights the imperative to embrace AI technology as a transformative force to remake the translation industry; as well as the need for translation education programs
with a view to staying relevant through a more sensible focus on rigorous training in practical skills and critical thinking, and the cultivation of linguistic and cultural competency.
This study exposed experiences using Google translate application for translation used by English Department students. This research is focused on explaining problems and strategies using Google ...Translate used by English Department students. This research used a descriptive qualitative design. Researchers selected 20 students from English Department who had taken translation subject and agreed participated in this research. The instrument used was a questionnaire in the form of open-ended questions where students had to express their answers in a paragraph. In the questionnaire there were instructions and a descriptive text about tourism places written in Indonesian that must be translated into English by students using two ways. First, students used Google translate application. Second, students translated those texts manually without an application. There were eight questions about what translation problems they found after using the app and what strategies they did to fix the result. Several points were found to be improved in the process of translation using Google translate, including to deal with grammatical error, to deal with inappropriate words or phrases, to deal with no provided meaning in google translate and to deal with abbreviation existed in Indonesian language and to deal with word for word translation.
During the process of writing an essay, many students are utilizing online translation tools like Google Translate due to the widespread availability of computing technology and the internet. Online ...translation programming is strong, yet it is inclined to over-exacting interpretation, and cannot represent the setting similar to a human interpreter. As a result, students are left to rely on a tool that promises to "do the hard work" for them by allowing them to only think and write in their native language. This study is aimed to determine the extent to which students at the University of Bengkulu, Indonesia, rely on technology in writing essays and whether they consider its use to be cheating or not. The data was obtained by conducting mixed-method research through survey with a closed-ended questionnaire and interview to the English Department students of Universitas Bengkulu who are currently taking a Critical Writing course. The results discovered that all of the participants have utilized GT as a translation tool for writing essays particularly to translate word from their first language into English. Moreover, they considered using GT for essay writing as cheating depending on how it is used; for graded assignments or writing test.
This research was conducted to overcome the problems faced by academics on the difficulty of understanding Arabic texts with the application of Google Translate. Through qualitative descriptive ...methods, data obtained by interviews and questionnaires. Then data is collected which finally found various problems. Departing from these problems, the data are analyzed to find solutions to overcome them. From the results of the study found a solution, namely there need to be several steps that can be used as a guide so that the translation results are commensurate in the target language. These steps are (1) enter the whole text into the machine; (2) copy the translated text into Microsoft words; (3) read the entire equivalent in the target text; (4) compile the target text according to the structure in the target language; and (5) looking for the right equivalent in accordance with the culture contained in the source language and target language.
The main purpose of this research is to find out Google Translate errors when translating bachelor's paper abstracts from Indonesian to English. Six abstracts of Non-English major undergraduate ...student papers from diverse faculties Sekolah Tinggi Ilmu Kesehatan Siti Khadijah Palembang were chosen at random. Following that, the data is compared for each sentence segment, as well as any words or phrases with problems are investigated. The result shows that the primary errors of abstract translations include lexicosemantic, tense, preposition, word order, distribution, and use of verb group, as well as active and passive voice errors. Abstract translation outcomes deviate significantly from expectations. Both translating English writings into Indonesian and Indonesian texts into English takes advanced translation abilities. Regarding translation, several factors should be considered; they include the linguistic system utilized for both languages and the cultural understanding of the two languages. In the case of scientific writing translation, involve a translator in improving the quality of translation. In terms of academics, it is recommended that further research be done on comparable challenges in abstract translation, but with more variety from diverse sources.
Over the last 30 years, English as a Foreign Language (EFL) classrooms have been consistently nurtured by technology. An important breakthrough in this respect has been Google Translate (GT), one of ...the most widely used online translators (OTs). Research suggests that when teachers are aware of the limitations of OTs and provide adequate guidance to use them, they can become effective pedagogical devices. However, most of the studies conducted in EFL settings focus on adult learners’ perceptions toward OTs or rely on holistic rubrics to assess writing quality. Thus, the present study sought to apply a linguistic approach to the analysis of writing output produced by high school learners using GT. Sixty-one high-school EFL learners were randomly assigned to one of three groups: (GT without instruction, GT with instruction, and a group with no access to GT). Writing quality was assessed in terms of T-unit length, syntactic complexity, and accuracy in a narrative task. Results suggest that syntactic complexity and accuracy scores were higher in the groups that had access to GT. The possibilities for GT as an effective learning tool are discussed, while emphasizing the need for learners to receive adequate instruction on how to utilize it.
The aim of this study to know students’ perception of Google Translate as Media for Translating English Descriptive Text at Fifth Semester of English Department Nommensen HKBP University. ...Questionnaires which formulated in google form are formulated as instrument to collect students’ responds on the usage of google translate in translating source to target. The questionnaire sheet consists of twelve questions about students’ perception of Google Translate as media for translating English descriptive text. The source of data in this study was taken by the fifth-semester student of English Department. There are twenty students have been filled the questionnaire sheet. This study was applied a descriptive qualitative design. The findings from the data analysis, Students have different positive and negative perception about Google Translate as media for translating English descriptive text. Students really like using Google translate as media for translating English descriptive text because make students easier. Students can translate text faster than open a dictionary. Google translate help students improve vocabulary with good intonation. They feel happy because it is easier to use but Google translate incorrect to translate in level of sentence. Based on their perceptions state that Google translate can be used as an alternative ways in teaching and learning activities.
This study examined the use of Google Translate among 50 Japanese learners of English engaged in task-based reading. There was one novel word per paragraph, and the study analyzed the frequency at ...which the participants accessed machine translation (MT) as opposed to the use of other strategies (e.g., dictionary use). Using eye tracking, it also examined how learners viewed translated paragraphs on MT pages. Finally, the study analyzed the relationship between the MT usage data and reading outcomes (content and vocabulary recall). A sub-group of participants provided both bilingual dictionary and MT access more often used the dictionary than MT. However, participants that were not provided dictionary access tended to be overreliant on MT, using it for irrelevant passages and when clear context cues were present. Eye movement data revealed that most participants read the English text first before checking MT, but some participants rushed to access translations. Participants displayed various strategies when viewing MT. The study found that aiming to work out the meaning from the text first and then checking the translation to search relevant novel lexical items was associated with positive outcomes. Potential implications for L2 education are discussed.
A significant number of students use instant apps to translate documents to facilitate a successful learning process. The study aims to investigate the extent of utilization of GT by Yemeni students, ...examine their perceptions of using GT in their studies, and scrutinize the advantages and disadvantages of GT from their perspectives. This study employs a mixed method- quantitative and qualitative. The tools for data collection are a questionnaire and a semi-structured interview. The questionnaire is administered to 283 participants. The interview is presented to 20 students. A thematic analysis is used to analyse the obtained data. The study found that Yemeni students use GT at a low level (neutral) to learn the English language but they appreciate its bilingual speed. They also suggested combining machine and human translation for accurate and high-quality results. The study revealed no gender impact utilization of GT for learning the English language. It was noticed that diploma and bachelor's students have positive attitudes towards GT, while master's and PhD students are neutral. The responses of the participants showed the advantages of GT outperformed the disadvantages of GT. English language teachers should emphasize how to do MTPE and analyze GT defects. The research emphasized directing Yemeni EFL learners to machine translation's limitations, MT opportunities, types of texts to be translated, the difficulty of translating the implied meaning and potential inaccuracies.
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