Description
Abstract
Machine translation (MT) has had a significant impact on second language (L2) writing. It has brought positive influences in terms of linguistic, affective and cognitive perspectives, as well as concerns such as overdependence, ethics and long-term learning effects. Despite a considerable amount of research on MT in L2 writing, most of the previous studies have focused on college students and rarely explore the effect of MT on L2 writing in the secondary school context. The present study investigated Korean EFL students’ perceptions of the use of MT in L2 writing and the factors that influence their use of MT. This study used a quantitative research method based on the students’ writing scores and the post-survey. The results showed that students frequently used MT in L2 writing and perceived that using MT helped them to improve their L2 writing. While the students found MT useful for vocabulary and expressions, they did not find it useful for grammar. The study also revealed that the students’ writing skills influenced their perceptions of MT use, such as confidence and language anxiety, which, in turn, influenced their use of MT. Based on the findings, the study suggested pedagogical implications for MT use in L2 writing.