University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress?
Article info
2024-12-23
2025-03-02
2025-03-20
None - None
Keywords
- language autonomy.
- writing accuracy
- EFL Writing
- technology-assisted language learning
- Google Translate GT
- university students’ perceptions
Abstract
Objective: The present study examines the impact of Google Translate (GT) on pre-intermediate English as a foreign language (EFL) students’ writing skills in a university setting. It aims to assess how GT influences students’ writing proficiency, accuracy, and perception of language learning. Method: A descriptive qualitative research design was employed to provide an in-depth analysis of GT’s role in EFL writing. The study involved 59 female pre-intermediate university students, selected randomly, including 7 individual interviewees and 52 focus group participants. Data were collected through semi-structured interviews, focus group discussions, and analysis of students’ writing samples. A thematic approach was used to analyze qualitative data, while content analysis was applied to students’ writing samples to evaluate accuracy, structure, and fluency. To ensure the consistency and objectivity of data interpretation, inter-rater reliability was employed in the evaluation of students’ writing samples and qualitative responses. Results: The findings indicate that 56% of students (33 participants) used GT regularly, primarily to translate from their first language (L1) into English, improve vocabulary, and refine grammar and sentence structure. Students who used GT produced longer and more syntactically accurate texts compared to those who did not. However, opinions on GT varied: while over half of the participants highlighted its advantages, 44% (26 participants) expressed concerns about over-reliance on GT, potential grammatical inaccuracies, and the lack of authentic language learning. Additionally, some students emphasized the importance of trial and error in developing writing skills. The study also found that excessive reliance on GT may hinder autonomous learning and critical thinking, raising concerns about its long-term impact on language development. Conclusion: Based on these findings, the study recommends that language educators should integrate GT into their instructional strategies with clear pedagogical guidelines to maximize benefits and minimize over-dependence. It also highlights the need for structured training on GT’s effective use to support students’ language development. Research Gap & Implications: Despite the increasing use of GT in EFL contexts, research has yet to fully explore students’ cognitive and emotional responses, ethical concerns, and its impact on long-term language acquisition.
Metwally, A. A., Busabaa, N. A., & Mohammed, H. A. N. (2025). University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress? An-Najah University Journal for Research - B (Humanities), 39(10). https://doi.org/10.35552/0247.39.10.2450
[1]A. A. Metwally, N. A. Busabaa, and H. A. N. Mohammed, “University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress?,” An-Najah University Journal for Research - B (Humanities), vol. 39, no. 10, Mar. 2025, doi: 10.35552/0247.39.10.2450.
Metwally, Amal Abdelsattar, et al. “University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress?” An-Najah University Journal for Research - B (Humanities), vol. 39, no. 10, Mar. 2025. Crossref, https://doi.org/10.35552/0247.39.10.2450.
1.Metwally AA, Busabaa NA, Mohammed HAN. University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress? An-Najah University Journal for Research - B (Humanities) [Internet]. 2025 Mar;39(10). Available from: http://dx.doi.org/10.35552/0247.39.10.2450
Metwally, Amal Abdelsattar, Najat Ahmed Busabaa, and Hanan Abdullah Nagi Mohammed. “University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress?” An-Najah University Journal for Research - B (Humanities) 39, no. 10 (March 2025). https://doi.org/10.35552/0247.39.10.2450.
وجهات نظر الطلاب الجامعيين المتباينة حول استخدام ترجمة جوجل: هل هي وسيلة لتعزيز مهارات الكتابة باللغة الإنجليزية أم عائق يحول دون تطورها؟
معلومات المقال
2024-12-23
2025-03-02
2025-03-20
None - None
الكلمات الإفتتاحية
- language autonomy.
- writing accuracy
- EFL Writing
- technology-assisted language learning
- Google Translate GT
- university students’ perceptions
الملخص
الهدف: تستكشف هذه الدراسة تأثير استخدام ترجمة جوجل على مهارة الكتابة باللغة الإنجليزية كلغة أجنبية. وتهدف إلى تقييم كيفية تأثير ترجمة جوجل على مهارات الكتابة لدى الطالبات في المستوى ما قبل المتوسط في بيئة جامعية. المنهج: لتحقيق هذا الهدف، تم استخدام تحليل وصفي نوعي لتحقيق الفهم الشامل لأسئلة البحث. استخدم الباحثون مزيجًا من طرق جمع البيانات النوعية مثل المقابلات، والمناقشات الجماعية، وتحليل نماذج من كتابات الطلاب للإجابة بشكل شامل على أسئلتهم البحثية. النتائج: أظهرت النتائج أن ترجمة جوجل تساعد طلاب اللغة الثانية في تحسين القواعد والمفردات وتركيب الجمل. كما أشارت النتائج إلى أن الطلاب الذين لم يستخدموا الأداة كتبوا عددًا أقل من الجمل، وكانت نصوصهم أقل دقة مقارنةً بأولئك الذين استخدموها. وتباينت آراء الطلاب حول استخدامهم لهذه الأداة، حيث أشار أكثر من نصف المشاركين إلى مزاياها، بينما لم يتفق بعضهم مع هذه الآراء وأعربوا عن رغبتهم في تحسين مهارات الكتابة لديهم من خلال المحاولة والخطأ. بالإضافة إلى ذلك، أظهرت الدراسة الحالية أن الاعتماد المفرط على الأداة قد يعيق تطور اللغة. الخاتمة: ولهذا السبب، توصي الدراسة بأن يدمج معلمو اللغة استخدام تقنيات الترجمة مثل ترجمة جوجل في استراتيجياتهم التعليمية بطريقة مدروسة، مع تقديم إرشادات واضحة حول كيفية استخدامها.
Metwally, A. A., Busabaa, N. A., & Mohammed, H. A. N. (2025). University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress? An-Najah University Journal for Research - B (Humanities), 39(10). https://doi.org/10.35552/0247.39.10.2450
[1]A. A. Metwally, N. A. Busabaa, and H. A. N. Mohammed, “University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress?,” An-Najah University Journal for Research - B (Humanities), vol. 39, no. 10, Mar. 2025, doi: 10.35552/0247.39.10.2450.
Metwally, Amal Abdelsattar, et al. “University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress?” An-Najah University Journal for Research - B (Humanities), vol. 39, no. 10, Mar. 2025. Crossref, https://doi.org/10.35552/0247.39.10.2450.
1.Metwally AA, Busabaa NA, Mohammed HAN. University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress? An-Najah University Journal for Research - B (Humanities) [Internet]. 2025 Mar;39(10). Available from: http://dx.doi.org/10.35552/0247.39.10.2450
Metwally, Amal Abdelsattar, Najat Ahmed Busabaa, and Hanan Abdullah Nagi Mohammed. “University Students’ Diverse Perspectives on Google Translate: Enhancing EFL Writing Skills or Hindering Progress?” An-Najah University Journal for Research - B (Humanities) 39, no. 10 (March 2025). https://doi.org/10.35552/0247.39.10.2450.

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