FROM BASICS TO EXPERTISE: LEVERAGING GOOGLE TRANSLATE AND CHATGPT FOR ENGLISH LANGUAGE LEARNING ACROSS ACADEMIC JOURNEYS
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Abstract
This study explores the use of language technology and AI tools, specifically Google Translate (GT) and ChatGPT, among first-year and final-year students at a private higher education institution in Kebumen. The study aims to identify differences and similarities in the use of these tools, focusing on how their usage varies based on academic stage and language-related needs. A descriptive qualitative approach was employed, with 121 students participating through fully completed online questionnaires. The study utilizes both closed- and open-ended questions to gather quantitative and qualitative data on AI usage patterns, which were analyzed through descriptive and thematic analysis methods. The results indicate that GT is more frequently used across both groups due to its ease of use, offering quick and direct translations, while ChatGPT is preferred for tasks requiring deeper understanding and more natural, context-sensitive translations. First-year students primarily use AI tools to translate unknown words and assist with basic comprehension of foreign language materials. In contrast, final-year students demonstrate a more diverse usage pattern, employing AI for tasks such as translating academic texts, understanding journal articles, and preparing for foreign language proficiency tests. Furthermore, the academic needs of the two groups differ significantly, with first-year students focusing on writing and grammar tasks, while final-year students rely more heavily on AI for research and advanced academic activities. The study contributes to the understanding of how language technology and AI tools impact academic life and offers insights into how these tools can be integrated into the educational process to meet the varying needs of students at different levels of study.
Article Details
How to Cite
Pratiwi, B. I., & Rakhmasari, D. L. (2025). FROM BASICS TO EXPERTISE: LEVERAGING GOOGLE TRANSLATE AND CHATGPT FOR ENGLISH LANGUAGE LEARNING ACROSS ACADEMIC JOURNEYS. English Review: Journal of English Education, 13(1), 133-144. https://doi.org/10.25134/erjee.v13i1.11160
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References
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Mundt, K., & Groves, M. (2016). A double-edged sword: the merits and the policy implications of Google Translate in higher education. European Journal of Higher Education, 6(4), 387-401. https://doi.org/10.1080/21568235.2016.1172248
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Paterson, K. (2023). Machine translation in higher education: Perceptions, policy, and pedagogy. TESOL Journal, 14(2). https://doi.org/10.1002/tesj.690
Pereira, R., Reis, I. W., Ulbricht, V., & Santos, N. D. (2024). Generative artificial intelligence and academic writing: an analysis of the perceptions of researchers in training. Management Research: Journal of the Iberoamerican Academy of Management, 22(4), 429-450. https://doi.org/10.1108/MRJIAM-01-2024-1501
Pratiwi, B. I., Mitsalina, E., & Fajaruddin, S. (2023). Google Translate in economics and business-students’ academic lives: Anxiety, usage, and ethics. Shibghoh: Prosiding Ilmu Kependidikan UNIDA Gontor, 2(2), 111-123.
Rivera-Trigueros, I. (2022). Machine translation systems and quality assessment: A systematic review. Language Resources and Evaluation, 56(2), 593–619. https://doi.org/10.1007/s10579-021-09537-5
Schönberger, M. (2024). Integrating Artificial Intelligence in Higher Education: Enhancing Interactive Learning Experiences and Student Engagement Through ChatGPT. In The Evolution of Artificial Intelligence in Higher Education: Challenges, Risks, and Ethical Considerations (pp. 11-34). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-486-820241002
Suharmawan, W. (2023). Pemanfaatan Chat GPT dalam dunia pendidikan. Education Journal: Journal Educational Research and Development, 7(2), 158-166.
Tsai, S.-C. (2019). Using Google Translate in EFL drafts: A preliminary investigation. Computer Assisted Language Learning, 32(5–6), 510–526. https://doi.org/10.1080/09588221.2018.1527361
Zhou, S., Zhao, S., & Groves, M. (2022). Towards a digital bilingualism? Students’ use of machine translation in international higher education. Journal of English for Academic Purposes, 60, 101193. https://doi.org/10.1016/j.jeap.2022.101193
Al-Sofi, B. B. M. A. (2024). Artificial intelligence-powered tools and academic writing: to use or not to use ChatGPT. Saudi Journal of Language Studies, 4(3), 145-161. https://doi.org/10.1108/SJLS-06-2024-0029
Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: A global perspective. Library Hi Tech, (ahead-of-print). https://doi.org/10.1108/LHT-05-2023-0200
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International journal of educational technology in higher education, 17, 1-30. https://doi.org/10.1186/s41239-019-0176-8
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93-97. https://doi.org/10.1016/j.geosus.2020.05.001
Cain, C. C., Buskey, C. D., & Washington, G. J. (2023). Artificial intelligence and conversational agent evolution–a cautionary tale of the benefits and pitfalls of advanced technology in education, academic research, and practice. Journal of Information, Communication and Ethics in Society, (ahead-of-print). https://doi.org/10.1108/JICES-02-2023-0019
Choudhary, H., Pathak, A. K., Saha, R. R., & Kumaraguru, P. (2018, October). Neural machine translation for English-Tamil. In Proceedings of the third conference on machine translation: shared task papers (pp. 770-775). https://doi.org/10.18653/v1/W18-6459
Clifford, J., Merschel, L., & Munné, J. (2013). Surveying the landscape: What is the role of machine translation in language learning? @Tic. Revista D'Innovació Educativa, 10, 108-121.
Elbanna, S. and Armstrong, L. (2024), "Exploring the integration of ChatGPT in education: adapting for the future", Management & Sustainability: An Arab Review, Vol. 3 No. 1, pp. 16-29. https://doi.org/10.1108/MSAR-03-2023-0016
Escueta, M., Nickow, A. J., Oreopoulos, P., & Quan, V. (2020). Upgrading education with technology: Insights from experimental research. Journal of Economic Literature, 58(4), 897-996. https://doi.org/10.1257/jel.20191507
García, I., & Pena, M. I. (2011). Machine translation-assisted language learning: writing for beginners. Computer Assisted Language Learning, 24(5), 471-487. https://doi.org/10.1080/09588221.2011.582687
Hannan, E., & Liu, S. (2023). AI: new source of competitiveness in higher education. Competitiveness Review: An International Business Journal, 33(2), 265-279. https://doi.org/10.1108/CR-03-2021-0045
Hojeij, Z., Kuhail, M. A., & ElSayary, A. (2024). Investigating in-service teachers’ views on ChatGPT integration. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-04-2024-0094
Hidayat-ur-Rehman, I. (2024). Examining AI competence, chatbot use and perceived autonomy as drivers of students' engagement in informal digital learning. Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/JRIT-05-2024-0136
Isiaku, L., Muhammad, A. S., Kefas, H. I., & Ukaegbu, F. C. (2024). Enhancing technological sustainability in academia: leveraging ChatGPT for teaching, learning and evaluation. Quality Education for All, 1(1), 385-416. https://doi.org/10.1108/QEA-07-2024-0055
Javed, F. (2024). The Evolution of Artificial Intelligence in Teaching and Learning of English Language in Higher Education: Challenges, Risks, and Ethical Considerations. In The Evolution of Artificial Intelligence in Higher Education: Challenges, Risks, and Ethical Considerations (pp. 249-276). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-486-820241015
Jolley, J. R., & Maimone, L. (2015). Free online machine translation: Use and perceptions by Spanish students and instructors. In Learn languages, explore cultures, transform lives (pp. 181–200). Central States Conference on the Teaching of Foreign Languages Egg Harbor, WI.
Klimova, B., Pikhart, M., Benites, A. D., Lehr, C., & Sanchez-Stockhammer, C. (2023). Neural machine translation in foreign language teaching and learning: a systematic review. Education and Information Technologies, 28(1), 663-682. https://doi.org/10.1007/s10639-022-11194-2
Kumar, A., Kumar, A., Bhoyar, S., & Mishra, A. K. (2024). Does ChatGPT foster academic misconduct in the future?. Public Administration and Policy, 27(2), 140-153. https://doi.org/10.1108/PAP-05-2023-0061
Komba, M.M. (2024), "The influence of ChatGPT on digital learning: experience among university students", Global Knowledge, Memory and Communication, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/GKMC-10-2023-0390
Lee, S.-M. (2023). The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis. Computer Assisted Language Learning, 36(1–2), 103–125. https://doi.org/10.1080/09588221.2021.1901745
Medvedev, G. (2016). Google translate in teaching English. Journal of teaching English for specific and academic purposes, 4(1), 181-193.
Mundt, K., & Groves, M. (2016). A double-edged sword: the merits and the policy implications of Google Translate in higher education. European Journal of Higher Education, 6(4), 387-401. https://doi.org/10.1080/21568235.2016.1172248
Murtisari, E. T., Widiningrum, R., Branata, J., & Susanto, R. D. (2019). Google Translate in language learning: Indonesian EFL students' attitudes. Journal of Asia TEFL, 16(3), 978-986. https://doi.org/10.18823/asiatefl.2019.16.3.14.978
Paterson, K. (2023). Machine translation in higher education: Perceptions, policy, and pedagogy. TESOL Journal, 14(2). https://doi.org/10.1002/tesj.690
Pereira, R., Reis, I. W., Ulbricht, V., & Santos, N. D. (2024). Generative artificial intelligence and academic writing: an analysis of the perceptions of researchers in training. Management Research: Journal of the Iberoamerican Academy of Management, 22(4), 429-450. https://doi.org/10.1108/MRJIAM-01-2024-1501
Pratiwi, B. I., Mitsalina, E., & Fajaruddin, S. (2023). Google Translate in economics and business-students’ academic lives: Anxiety, usage, and ethics. Shibghoh: Prosiding Ilmu Kependidikan UNIDA Gontor, 2(2), 111-123.
Rivera-Trigueros, I. (2022). Machine translation systems and quality assessment: A systematic review. Language Resources and Evaluation, 56(2), 593–619. https://doi.org/10.1007/s10579-021-09537-5
Schönberger, M. (2024). Integrating Artificial Intelligence in Higher Education: Enhancing Interactive Learning Experiences and Student Engagement Through ChatGPT. In The Evolution of Artificial Intelligence in Higher Education: Challenges, Risks, and Ethical Considerations (pp. 11-34). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-486-820241002
Suharmawan, W. (2023). Pemanfaatan Chat GPT dalam dunia pendidikan. Education Journal: Journal Educational Research and Development, 7(2), 158-166.
Tsai, S.-C. (2019). Using Google Translate in EFL drafts: A preliminary investigation. Computer Assisted Language Learning, 32(5–6), 510–526. https://doi.org/10.1080/09588221.2018.1527361
Zhou, S., Zhao, S., & Groves, M. (2022). Towards a digital bilingualism? Students’ use of machine translation in international higher education. Journal of English for Academic Purposes, 60, 101193. https://doi.org/10.1016/j.jeap.2022.101193