The purpose of this research is to find out how EFL college learners utilized machine translation while writing their presentation scripts. Specifically, it attempted to examine the characteristics of the English translation outputs by MT and students’ self-edited drafts, and their perceptions toward the use of MT in English writing classes. Six college students were asked to submit one Korean draft, two machine translation drafts, and one self-edited draft, and two in-depth interviews were conducted with each of the participants during the course of the semester. Grammarly (2022), a free online grammar and spelling checker, was used to examine the characteristics of the collected writings, and Miles and Huberman’s (1994) three-step analytic method was employed to analyze the data from the in-depth interviews. The results of data analysis revealed that 1) there were more lexical errors than grammatical errors, and the number of the errors did not show a big difference between the different drafts; 2) Also, students viewed the use of MT in the English writing classes positively but found it difficult to properly use. Based on the research findings, pedagogical implications for the effective use of MT in English writing classes were suggested.

I. Introduction
II. Literature Review
    1. Students’ Utilizing MT Platforms
    2. Self-directed Correction in L2 Writing Classes
III. Methodology
    1. Participants
    2. Data Collection
    3. Data Analysis
IV. Results and Discussion
    1. Characteristics of the Students’ Translation Outputs
    2. The Students’ Perceptions of MT Use in Class
V. Concluding Remarks
References

• Ji-Yeon Baek(Seowon University)
• Kyeong-Hee Rha(Chungbuk National University) Corresponding author