To investigate L2 adolescent learners’ use of machine translation (MT), an MT error correction (EC) test was developed, based on the analysis of MT errors arising from translating the learners’ L1 of middle school EFL textbooks. Learners were also asked to report on their use of MT EC strategies on the EC task. Results indicated that mistranslated sentence and verb tense are the most difficult types of MT errors to correct. Furthermore, to resolve MT errors, guessing from context and literal translations were the two most frequently employed EC strategies. When multiple regression analysis was conducted to examine the contribution of EC strategies to the learners’ ability to correct errors, the mid proficiency learners’ reliance on literal translations and the low proficiency learners’ use of multiple EC strategies were positively associated with improved corrections of MT errors. The results of the study are discussed in light of how L2 learners need to develop competence for using MT in L2 writing.

1. INTRODUCTION
2. BACKGROUND
3. METHOD
    3.1. Participants and Context
    3.2. Training Session
    3.3. Instrument
4. RESULTS
    4.1. L2 Learners’ Ability to Correct Machine Translation Errors
    4.2. Correction Strategies for Machine Translation Errors
    4.3. Correction Strategies for Successful Use of Machine Translation
5. DISCUSSION
    5.1. L2 Learners’ Ability to Correct Machine Translation Errors
    5.2. Machine Translation Correction Strategies and Successfulness of Correction
6. LIMITATIONS AND SUGGESTIONS FOR RESEARCH
7. CONCLUSION
REFERENCES

• Chae Won Yoon(Graduate Student, Department of English Education, Hanyang University)
• Yuah V Chon(Professor, Department of English Education, Hanyang University) Corresponding author