| Summary: | The recent advent of more powerful machine translation (MT) tools has significant implications for foreign language teaching and learning. While current research and pedagogical guidelines on MT in the foreign and second language classroom have focused primarily on survey data, less is known about how students actually use MT tools. The current article chronicles a computer tracking study of novice learners of French as a Foreign Language (n=26) as a way to inform this field of research. Drawing on diverse data sources (screen-recorded observations, retrospective recalls, post-interviews) and a Critical Incident Technique analytical approach, the article showcases the actions and cognitive processes related to MT that both supported and hindered student participants in their foreign language writing. Supportive behaviors and mindsets centered on a specific awareness of MT tool limitations paired with appropriate action while detrimental behaviors and mindsets centered on inappropriate input, lack of output analysis, and time. Suggestions for how these use-based findings might inform how MT is discussed in the language classroom conclude the article.
|
|---|
