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Reflection of a Workshop (1!9!24)

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Reflection of a Workshop (1!9!24)

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phuongnhb.tdip024
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A reflection of a workshop

The Use of Google Translate in Translating Commercial


Contracts: Translation Quality Assessment

By Pham Le Thanh Truc

Nguyễn Hà Bích Phương – 2491401111077

TDIP241 – TECHNOLOGY AND LANGUAGE LEARNING (ENG 612)

Instructor: Prof. Dr Vo Doan Tho

Date: 3rd August, 2024


In the context of “The Use of Google Translate In Translating Commercial Contracts:
Translation Quality Assessment”, the presenter analyzed educational values of Google translate
(GT) and delivered critical thinking of recognizing translation errors by employing Google in
classroom. Thanks to the technological advancement, GT can be considered as one the most
effective learning tools to students by producing comprehensive explanations and vocabularies,
especially in business department; Amilia and Yuwono (2020) stated that translation is an
automatic process of word, sentence, or phrase changes into another language. Besides that,
Google normally generate errors related to the content or expressions, which may hinder
students’ learning process; nevertheless, it is equally crucial for learners to meticulously notice
and correct them in an appropriate way, gradually enhancing learners’ understanding by errors
acquisition. Furthermore, students have ample opportunities to differentiate the effectiveness in
translating made by human and machine. Machine translation is now believed as an assistance
for users to gain profound perception which is also taken into consideration as a mean of learning
mistakes made by Google and personally producing methods on acknowledging how to
restructure them in an accurate formation (Ghasemi & Hashemian, 2016). As the moderators
mentioned previously, some workshops or presentations should be frequently conducted by
academic intuitions with the aim of transferring useful guidance to learners by appropriately
applying Google as a translation tool during their learning process.

The workshop was designed to mainly covey the definition of Google translate by giving
some relevant explanations and examples to audiences together with conducting some common
mistakes while employing Google translate in studying; henceforth, the presenter effortlessly
carried out feasible solutions based on her own experience including double checking with
colleagues and instructors when Google translate is solely acted as a tool to create new ideas
without any reliable sources for evaluation. Another captivating point is the way she conveyed
these typical mistakes from her own perspectives, which is easier for both presenter and
audiences to deeply recognize the errors and imagine the way to solve them. There is an
uncertainty about the reliable findings of Google translate which operates based on automatic
system, leading to the shortage of needed elements for a complete sentences ( Jufriadi et al.,
2022). However, there was a limitation in her study when she only concentrated on business
sector and gave some commercial vocabularies when Google translate is commonly applied in
various fields, so learners in English major don’t obviously keep track of presenter’s speech and
is relatively confused with exploring appropriate principles for these issues. Moreover, there is a
shortage of causes leading to technical errors while utilizing Google translate owing to the
limited time for presentation, so it is better to conduct and deliver original causes that audiences
can deepen their understanding by linking with their own experience and sharing their
perspectives for emphasizing the workshop’s objectives which is interactive activity. Kembaren,
Daulay, and Srikandi (2023) investigated that users of GT feel uncertain to its outcome because
they recognize that GT only provide word-by-word translation without applying any accurate
grammatical or sentence structures.

Working as a EFL teacher, employing Google translate plays a vital role in planning
lesson and creating tasks by checking foreign language when I may save much time in
translating Vietnamese into English and quickly skim for general ideas of my latest teaching
materials. This website brings me closer to my students when I can use it as a tool to check and
discuss meaning and word family with my students by asking them how to produce the results.
On the contrary, the overuse of Google translate acts as an obstacles for me to control my
students’ comprehension when individual may depend too much on GT for interpretation, which
results in the low competency in learning language (Nguyen, 2022) because the website doesn’t
provide any pictures, definitions, or examples; therefore, students may have varied production on
their language acquisition and teachers face with challenging in concluding specific ideas for all
students. Consequently, I rarely employ Google translate in my teaching method because I
appreciate translating websites where there is a list of definition and examples in target language
as well as applicable information such as Cambridge dictionary, DailyDictation, and Merriam-
Webster where I usually visit for grasping more meanings and checking the usage for needed
vocabulary. According to Mossop (2014), one of the most highlighted characteristics in
translation text is accuracy that it is impossible for GT to make insurance, so it is superior to
students to utilize GT under academic guidance.

Integrating technology in the advanced technology teaching course is one of the


compulsory program to graduate teachers who are demanded to effectively apply technological
tools in teaching progress. In the technological breakthrough, teachers have to successfully and
competently apply technical methods in every single lesson to motivate and attract students
rather than force them to read wordy textbooks throughout vibrant images, videos, and
mesmerizing quizzes. Within the academic field, Kapur (2019) examined that via smart phones
or laptops, students can expand their knowledge by pursuing online training courses and
program, also allowing them to interact with colleagues, peers, and instructors from far distance.
I personally believe that technological implications in teaching bring more benefits for language
teachers in delivering lessons successfully when these lessons are designed with a range of
pictures or games for evaluation which may reduce students’ anxiety; however, the reliability
and validity is equally indispensable for both language teachers and learners required to be more
literate in choosing appropriate sources (Gençtürk et al., 2013). As I mentioned previously, there
are several translation websites for teachers to adopt, except GT, I personally underestimate its
outcome bringing incorrect sentence and grammatical structures, shaping students’ mind in
learning word-by-word.

For further implication in the future, GT is still commonly employed in various sectors
with a limited awareness of its accuracy when it is obviously convenient to users in producing
speedy responses, so users have to double-check for the correct form of structure and grammar.
It is essential that there should be more collections of studies focused on exploring the causes of
making errors by taking advantage of GT and proposing applicable methods on being more
conscious of technical errors. I would like to deepen my comprehension in the appropriate usage
of GT in the field of teaching language and how to use GT as a mechanical tool for checking
word meaning without the overuse of GT in academic application.
REFERENCES

Amilia, I. K., & Yuwono, D. E. (2020). A study of the translation of Google Translate: An error
analysis of the translation of Eliza Riley’s Return to Paradise. LINGUA JURNAL ILMIAH,
16(2), 1-21. http://dx.doi.org/10.35962/lingua.v16i2.50.

Ghasemi, H., & Hashemian, M. (2016). A comparative study of Google Translate translations: An
error analysis of English-to-Persian and Persian-to-English translations. English Language
Teaching, 9(3), 13-24. Online published: February 1.
2016.http://dx.doi.org/10.5539/elt.v9n3p13.

Gençtürk, E., Gökçek, T., & Güneş, G. (2010). Reliability and validity study of the technology
proficiency self-assessment scale. Educational Research and Reviews, 5(4), 234-242.
http://dx.doi.org/10.1016/j.sbspro.2010.03.429.

Jufriadi, Asokawati, A., & Thayyib, M. (2022). The error analysis of Google Translate and Bing
Translator in translating Indonesian folklore. Journal of English Language Teaching, 3(2),
69-79. https://doi.org/10.24256/foster-jelt.v3i2.89

Kapur, R. (2019). Advantages of technology.


https://www.researchgate.net/publication/333395640_Advantages_of_Technology

Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014).
Designing game-based learning environments for elementary science education: A
narrative-centered learning perspective. Information Sciences, 264, 4-18.
http://dx.doi.org/10.1016/j.ins.2013.09.005.

Nguyen, P. A., Nguyen, T. L. T., & Nguyen, H. N. T. (2022). Using Google Translate in
teaching and learning activities for English-medium instruction (EMI) subjects. Faculty of
Auditing and Accounting, Hanoi University of Industry, Hanoi, Vietnam.
http://dx.doi.org/10.15439/2021KM40

Waty br. Kembaren, F. R., Daulay, S. H., & Srikandi, A. (2023). Grammatical errors of Google
Translate in translating Indonesian narrative text to English.
http://dx.doi.org/10.55215/jetli.v5i2.7616

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