Neural machine translators (NMTs), such as Google Translate, may assist second language (L2) readers with general comprehension. However, previous empirical studies show mix ed r esults r egarding their e ffectiveness. In this study, 145 Korean English learners from a girls’ high school were asked to solve three types of reading comprehension problems (grammar judgment, inferring meaning from context, inferring main idea) under three reading conditions (no aid, MT, glossary). Overall, when using MT, reading comprehension scores were higher than in either the no aid or glossary conditions individually. However, none of the reading aid conditions improved grammar judgment. Only mid-proficiency learners benefited from MT in both inferring meaning from context and inferring main idea tasks. The results suggest that the glossary may have interrupted the flow of the reading process. With the widespread availability of MT as an online reference tool, L2 teachers should consider incorporating MT as a legitimate reading aid for different proficiency levels and reading purposes.

1. INTRODUCTION
2. BACKGROUND
    2.1. Using Translation in Language Teaching
    2.2. Machine Translation for Second Language Reading
    2.3. Research Questions
3. METHODOLOGY
    3.1. Participants
    3.2. Instruments
    3.3. Procedure
    3.4. Data Analysis
4. RESULTS
    4.1. Effects of Reading Aid and L2 Proficiency on Reading Comprehension
    4.2. Effects of Reading Aid and L2 Proficiency on Reading Comprehensionfor Three Reading Problems
5. DISCUSSION
6. CONCLUSION AND LIMITATIONS
REFERENCES
APPENDIX

• Gyeong Jin Park(Graduate Student, Department of English Education, Hanyang University)
• Yuah V. Chon(Professor, Department of English Education, Hanyang University, 222 Wangshimli-ro, Seongdong-Gu , Seoul 04763, Korea) Corresponding author