Machine Translation inthe Language Classroom: A Systematic Review of Pedagogical Applications and Limitations
Keywords:
Machine Translation, Language Education, Educational Technology, Pedagogical Applications, Digital LiteracyAbstract
This systematic review investigates the pedagogical applications and limitations of machine translation (MT) tools in language education, with a focus on empirical evidence published between 2020 and 2025. As tools like Google Translate and DeepL become increasingly integrated into language classrooms, this study synthesizes findings from 8 empirical studies, case reports, and theoretical discussions retrieved from major academic databases. Using a thematic analysis approach, the review examines how MT influences key aspects of language learning, including reading comprehension, vocabulary development, syntactic awareness, and multilingual communication. The findings reveal that MT tools offer practical advantages, such as accelerating comprehension, supporting initial writing drafts, and providing models for sentence construction. However, they also pose pedagogical challenges, including the risk of learner over-reliance, occasional inaccuracies in translation, and reduced opportunities for critical engagement with linguistic form. This review underscores the importance of fostering digital literacy and implementing pedagogically informed strategies when integrating MT into the curriculum. By identifying both the potential and the pitfalls of MT use, the study contributes a balanced framework to guide educators, curriculum designers, and researchers toward more ethical, effective, and context-sensitive applications of machine translation in language education
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