Addressing machine translation and AI tool use in the English language learning classroom

Abstract

Balancing academic integrity with the effective use of machine translation (MT) services such as Google Translate and DeepL, and generative AI tools like ChatGPT and Google Bard is an area of concern for many language instructors. Therefore, this study used semi-structured interviews (N = 9) to investigate how university English instructors in Japan are currently addressing the use of MT and AI tools in their courses. Seven approaches were revealed during the coding of the interviews: detecting & possibly punishing use, preventing use, warning or reminding students of institutional policies, dissuading students from use, allowing or ignoring use, encouraging use, and educating students on effective use. This paper discusses these approaches along with illustrative comments from the interviewees.