Aprender lengua con el traductor automático en la escuela secundaria: un diálogo necesario

Study and methods

A qualitative, multilingual case study in two Catalan schools, using interviews, classroom observation and recordings of screen activity.

Key findings

• The study describes different levels of teacher permission and student uses for comprehension, composition and revision.
• Learners’ checking strategies vary in sophistication, pointing to a need for critical guidance in using language technologies.

The study concerns the machine translation tools and school practices observed at the time of the research.

How this work can be used

Use the paper when examining machine translation literacy or planning classroom discussion of verification, revision and preparation of input texts.