GTALL: A GNMT Model for the Future of Foreign Language Education
The world of foreign language education has been immensely influenced by the glory of emergent machine translation (MT) technologies including Google Translate (GT) (Knowles, 2022). Considering that end users' perceptions reflect GT practicality, ample research has been conducted regarding lang...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2022-12-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_15064_15d22052801a5309f0ecd1d1c72ad313.pdf |
| _version_ | 1827400419705356288 |
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| author | Vahid Reza Mirzaeian Katayoun Oskoui |
| author_facet | Vahid Reza Mirzaeian Katayoun Oskoui |
| author_sort | Vahid Reza Mirzaeian |
| collection | DOAJ |
| description | The world of foreign language education has been immensely influenced by the glory of emergent machine translation (MT) technologies including Google Translate (GT) (Knowles, 2022). Considering that end users' perceptions reflect GT practicality, ample research has been conducted regarding language learners’ perceptions on GT use. Yet, investigating Iranian student teachers' perceptions on the use of GT as an ICALL tool for language learning in higher education has been underestimated. To bridge this gap, semi-structured interviews with twelve student teachers, who were selected through purposive convenience sampling, were conducted employing qualitative constructivist grounded theory methodology. Data were analyzed based on the grounded theory data coding principles (open, axial, and selective) using the MAXQDA 2020 software. A model of GT use in language learning, entitled ‘Google Translate-Assisted Language Learning (GTALL) was proposed. The three main categories (i.e. GT familiarity and use, Perceptions, and legitimacy) along with 35 sub-categories at two levels supported our core category ‘implementation of GT in language learning’. The results demonstrated considerable pedagogical implications for educational stakeholders. For administrators, to appreciate contemporary pedagogical transformations to fulfill new generation’s needs. For professors, to improve digital literacy, welcome emergent technologies, and bring them into their learners’ service for greater educational achievements, and for language learners, to develop technological skills that guarantee wise and efficient human-machine interactions. |
| first_indexed | 2024-03-08T20:03:50Z |
| format | Article |
| id | doaj.art-34bb04ceb84d4d07b4ddc3717631f793 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:03:50Z |
| publishDate | 2022-12-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-34bb04ceb84d4d07b4ddc3717631f7932023-12-23T10:47:49ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942022-12-0111212915910.22054/ilt.2023.69268.72415064GTALL: A GNMT Model for the Future of Foreign Language EducationVahid Reza Mirzaeian0Katayoun Oskoui1Alzahra UniversityAlzahra UniversityThe world of foreign language education has been immensely influenced by the glory of emergent machine translation (MT) technologies including Google Translate (GT) (Knowles, 2022). Considering that end users' perceptions reflect GT practicality, ample research has been conducted regarding language learners’ perceptions on GT use. Yet, investigating Iranian student teachers' perceptions on the use of GT as an ICALL tool for language learning in higher education has been underestimated. To bridge this gap, semi-structured interviews with twelve student teachers, who were selected through purposive convenience sampling, were conducted employing qualitative constructivist grounded theory methodology. Data were analyzed based on the grounded theory data coding principles (open, axial, and selective) using the MAXQDA 2020 software. A model of GT use in language learning, entitled ‘Google Translate-Assisted Language Learning (GTALL) was proposed. The three main categories (i.e. GT familiarity and use, Perceptions, and legitimacy) along with 35 sub-categories at two levels supported our core category ‘implementation of GT in language learning’. The results demonstrated considerable pedagogical implications for educational stakeholders. For administrators, to appreciate contemporary pedagogical transformations to fulfill new generation’s needs. For professors, to improve digital literacy, welcome emergent technologies, and bring them into their learners’ service for greater educational achievements, and for language learners, to develop technological skills that guarantee wise and efficient human-machine interactions.https://ilt.atu.ac.ir/article_15064_15d22052801a5309f0ecd1d1c72ad313.pdfgtallmachine translationgnmtgrounded theoryperceptions |
| spellingShingle | Vahid Reza Mirzaeian Katayoun Oskoui GTALL: A GNMT Model for the Future of Foreign Language Education Issues in Language Teaching gtall machine translation gnmt grounded theory perceptions |
| title | GTALL: A GNMT Model for the Future of Foreign Language Education |
| title_full | GTALL: A GNMT Model for the Future of Foreign Language Education |
| title_fullStr | GTALL: A GNMT Model for the Future of Foreign Language Education |
| title_full_unstemmed | GTALL: A GNMT Model for the Future of Foreign Language Education |
| title_short | GTALL: A GNMT Model for the Future of Foreign Language Education |
| title_sort | gtall a gnmt model for the future of foreign language education |
| topic | gtall machine translation gnmt grounded theory perceptions |
| url | https://ilt.atu.ac.ir/article_15064_15d22052801a5309f0ecd1d1c72ad313.pdf |
| work_keys_str_mv | AT vahidrezamirzaeian gtallagnmtmodelforthefutureofforeignlanguageeducation AT katayounoskoui gtallagnmtmodelforthefutureofforeignlanguageeducation |