The purpose of this study was to examine the use of machine translation by Uzbek-speaking Korean learners, focusing on their usage patterns, attitudes, perceptions, and expectations, as well as identifying the educational implications of using machine translation. An online survey, lasting two weeks, involved 85 Korean language learners from universities in Korea and Uzbekistan. The main findings indicated a high reliance on machine translation for Korean language learning, with the majority of respondents using machine translations to find accurate vocabulary and expressions. Regarding their attitudes towards machine translation, learners mainly utilized it for literal communication, reading, and writing, and were generally satisfied with them, especially as tools for learning spellings and pronunciations. The use of machine translation significantly influenced learners’ confidence, interest in learning, and anxiety reduction. In terms of perception, learners found machine translation effective for learning Korean vocabulary, expressions, and writing, but also perceived machine translators as sources of stress and anxiety. Expectations for using machine translation were high for completing tasks in vocabulary, expression, and writing, but low for improving grammar skills and producing error-free Korean expressions.

In light of the expanding use of technology in education, we attempted to analyze how Korean college students perceived the use of Machine Translation (MT) tools in the classroom. Specifically, this study attempted to explore students’ perceptions of their ability to use MT tools and to measure the reliability of the MT-generated output, along with measuring students’ general sense of confidence in English learning. This research analyzed 183 EFL college students’ responses to an online survey, and a one-way ANOVA was used to test for the differences in the averages of three groups. The results of data analysis revealed that 1) Among beginners, intermediate learners, and advanced learners, those self-identifying as advanced had the highest scores on all the factors measured.; 2) There was a significant mean difference in students’ perceptions of the ability to use MT tools, their beliefs regarding MT’s effectiveness as a learning tool, and affective attitudes towards the use of MT tools between beginner and advanced groups. Based on the findings, pedagogical implications for the effective use of MT tools in the Korean EFL classrooms, and suggestions for future research were presented.

This article explores the different meanings of the number ‘three’ in proverbs. According to the analysis of this article, the number ‘three’ in proverbs, while carrying the basic meaning of quantity, has more expanded meanings in Korean, Chinese and Japanese proverbs, where it may mean ‘many’, ‘all (whole)’, ‘part’, ‘small’, and even more abstracted concepts. In contrast, the number ‘three’ in the English proverbs is largely biased towards negative meanings. At the end of this study, the analysis of the number ‘three’ in proverbs through machine translation shows that machine translation has many limitations on the translation of the many meanings of the number ‘three’.

This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students’ response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students’ L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.

The purpose of this research was to investigate the characteristics of Korean college students’ writings, which have been produced without or with the help of machine translation tool in the classroom. Specifically, this research attempted to investigate the linguistic characteristics of the students’ writings, and types of errors identified in the writings. Twelve pieces of writings from three college students were collected for analysis. Two online word analysis programs, Word Counter (2023) and LIWC-22 (2023), were employed for data analysis. The findings of data analysis found out that 1) The students’ drafts consisted of 22.8 sentences including 303.9 words in 3.6 paragraphs on average. 2) In the students’ drafts, ‘unique’ words (46.8%) were included a lot more than ‘difficult’ words (27%), and students tended to write their essay writings in an unfiltered or impromptu way rather than an analytical way regardless of their English language proficiency levels. 3) The highest frequency of errors was seen in grammatical errors (41.7%) followed by lexical errors (31.6%). Based on the research findings, pedagogical implications and suggestions for the effective use of machine translation in English writing classes were presented.

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.

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.

문학 번역은 작가나 시인의 상상력을 통한 창조력과 예술성이 농축된 언어의 결과물을 타 언어로 재창조하는 과정이다. 따라서 번역가/번역기계는 표면적 의미뿐만 숨겨진 의미에 대한 고차원의 번역 능력과 기술 이 요구된다. 무엇보다도 문학 번역은 단순한 언어의 전환이 아닌, 문화와 작가/시인과 독자를 연결해주는 소통의 미학이 되어야 하는 점이 중요하다. 이 글에서는 엘리엇의 마지막 시중 하나인 크리스마스 트리의 수양과 프로스트의 크리스마스 트리를 기존의 번역과 기계번역을 서로 비교해 보았다. 크리스마스 트리의 수양에서 기계번역은 예수 그리스도의 재림을 기쁨과 두려움, 그리고 경이로움으로 바라보려는 한 노인/시인의 마음을 잘 드러내지 못했다. 또한 크리스마스 트리에서도 도시와 도시인의 냉정하고 차가운 이미지를 간과하기에 도시를 빛나던 장소로 오인하게 하였다. 이처럼 기계번역은 시인이나 작가의 의도를 파악하지 못하고 표면적인 묘사나 단어 나열에 그칠 수 있는 위험성을 다분히 보인다. 따라서 문학에서 기계번역은 당분간 인간번역에 종속적으로 사용될 필요가 보인다.