Machine translation literacy in the lower secondary classroom

Abstract

Recent studies indicate that teachers and learners are often uncertain about how to use machine translation (MT) and that an intermediate level of language proficiency is required to develop MT literacy. Given that translation machines are used in most classrooms, often covertly, this article argues that the promotion of MT literacy should begin in the early stages of language learning. A six-week strategy training course on MT literacy was conducted in six lower secondary school classes. Questionnaires and focus group interviews were used to examine learners' perceptions of MT use. Before the strategy training, the students appeared to have a very low level of MT literacy, and accordingly found simple strategies for the meaningful use of MT helpful. Although assessments of the perceived usefulness of MT remained relatively stable across measurement points, the significant increase in positive emotions shows that explicitly allowing the use of MT in the classroom can lay the foundation for the development of MT literacy even at low language levels.