MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY HONG CAM NGAN A STUDY OF VIETNAMESE EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS OF USING GOOGLE TRANSLATE IN THE CLASSROOMS MASTER OF EDU
Organization of the study
Definition of Evaluation 12 v
Evaluation is defined by the Cambridge Dictionary as the process of assessing the quality and value of something (Cambridge University Press, 2024) According to Brown and Abeywickrama (2018), it plays a crucial role when test results inform decision-making (P.5) This process involves interpreting information to assess the effectiveness of practices, which is essential for ongoing improvement and skill development By analyzing evaluation results, individuals can modify their strategies and set realistic goals for future practice Furthermore, practice generates the data necessary for evaluation, and as one practices more, the evaluation becomes increasingly comprehensive Ultimately, consistent practice enhances skills and performance, leading to more accurate evaluations.
Awareness and evaluation are deeply connected, as awareness influences the way evaluations are performed and understood, while evaluations can also improve awareness Understanding the context and specifics of a situation is crucial for effective evaluation Additionally, being aware of relevant criteria and standards ensures that evaluations are carried out correctly Recognizing the strengths and weaknesses of a subject allows for necessary adjustments, leading to more accurate assessments.
Understanding a student's use of GT style and their challenges enables teachers to deliver more precise and personalized evaluations These evaluations not only offer essential feedback but also enhance individuals' awareness of their strengths and weaknesses, ultimately helping them grasp the effects of their actions and strategies.
During the interpretation stage of perception, the brain organizes and assigns meaning to sensory information based on prior knowledge and context, which is crucial for effective evaluation This process influences how sensory data is understood and impacts the criteria and outcomes of evaluations Meaningful interpretation is essential for providing accurate feedback and guiding decision-making Consequently, this study aims to explore the evaluations of teachers and students regarding the use of Generative Teaching (GT) in EFL classrooms at a university that has not been previously investigated Following their experiences with GT, each participant develops their own interpretation of its appropriateness based on their awareness and level of practice.
Conceptual frameworks
Related studies in Vietnam
In the Vietnamese context, limited studies have explored the use of Google Translate (GT) in English as a Foreign Language (EFL) education, particularly regarding EFL learners' perceptions of its benefits and drawbacks A notable study focused on engineering students at a Southern Vietnam university learning TOEIC, revealing that while students appreciated GT for its speed and ease of use in grasping the general meaning of texts, it struggled with reliable translations of technical terms and complex language The findings emphasized the need for users, especially those who are not intermediate or advanced English learners, to be aware of GT's limitations, and suggested strategies for more effective use of the tool in translation tasks (Phan & Chen, 2020).
A 2021 study examined the perspectives of teachers and graduates on the effectiveness of Google Translate (GT) in translating English modals into Vietnamese The findings revealed that GT successfully translated these functional texts while preserving the intended meanings of the social functions associated with English modal verbs Additionally, a majority of participants from both groups expressed agreement with the translations produced by GT However, they also shared a common viewpoint that GT struggled with translating past forms effectively.
19 the English modal verbs for more indirect or polite intention when they were transferred into Vietnamese Some recommendations to help improve English
Vietnamese translation provided by GT were also included (Nguyen & Khau, 2021)
In 2022, a study of Pham et al (2022) aimed to explore students’ perceptions when using GT to support their learning as well as their problems and solutions from
A recent study highlighted the diverse academic backgrounds of participants, revealing strong support for the use of Google Translate (GT) in educational settings Students appreciated GT for its practical advantages, including multilingual translation, time efficiency, user-friendliness, and enhancement of pronunciation skills Despite these benefits, challenges arose due to misunderstandings stemming from frequent grammatical and semantic errors in translations To address these issues, students recognized the importance of consulting peers or supervisors and verifying translations with dictionaries and other software Ultimately, while GT serves as a valuable machine translation tool, students are encouraged to critically assess its outputs for improved accuracy (Pham et al., 2022).
The study highlights the popularity and utility of Google Translate (GT) in the English as a Foreign Language (EFL) learning process, while also acknowledging its limitations Most students have employed GT at various times, primarily as a dictionary to decipher individual words, and many believe it enhances their education However, the overreliance on GT diminishes teachers' views on its effectiveness and ethical use Despite its frequent use in reading and writing classes, GT has inherent drawbacks, including inaccuracies in vocabulary and grammar, literal translations, and cultural misunderstandings To mitigate these issues, it is crucial to establish effective policies for GT usage, especially considering concerns like plagiarism in higher education The research predominantly focuses on students' experiences with GT, revealing a significant gap in understanding EFL teachers' perceptions, particularly in the Vietnamese context.
This chapter outlines the research frameworks, beginning with key concepts such as mobile-assisted language learning and GT perception It introduces Appraisal Theory and Ecological System Theory, which guided the design of the questionnaire and data interpretation Additionally, it reviews significant related studies that highlight both the findings and limitations requiring further investigation This chapter serves as a vital foundation for the subsequent methodology chapter of the study.
This chapter outlines the research methodology employed to address the formulated questions, detailing the research aims, questions, and design It includes information about the research participants, the sampling technique used, the research instruments, the procedures followed, and the tools utilized for both quantitative and qualitative data analysis.
3.1 RESEARCH AIMS AND RESEARCH QUESTIONS
This study explored the perceptions of EFL students and teachers regarding the use of Generative Technology (GT) in classrooms, focusing on their awareness, practices, and evaluations of GT's effectiveness in enhancing the learning experience.
This study was guided by the following research questions:
1 What are EFL students’ perceptions of using GT in the classrooms?
2 What are EFL teachers’ perceptions of using GT in the classrooms?
This exploratory case study utilized a mixed-method approach to investigate the phenomenon of using Google Translate (GT) in English as a Foreign Language (EFL) classrooms, as outlined by Yin (2003) The research employed a cross-sectional survey with Likert scale questionnaires to assess EFL students' perceptions of GT usage and to clarify EFL teachers' views on the same topic The study focused on a convenience sample of EFL students and teachers from a private university in Can Tho City, Vietnam.
To enhance the understanding of quantitative results, the study employed semi-structured individual interviews to gather detailed insights into participants' perceptions Interviewees were selected based on their willingness to participate and represented three distinct groups: those with the highest perception levels, those with the lowest, and individuals who had never utilized GT in EFL classrooms.
The study involved 462 participants, comprising 450 EFL students and 12 teachers from a private university in Can Tho City, Vietnam Utilizing convenience sampling, a nonprobability method, the research targeted readily available subjects, as outlined by Fraenkel et al (2012) and Etikan et al (2016) This approach was chosen for its ease of accessibility and geographical proximity, allowing researchers to gather data from participants who were available at a specific time and willing to engage Participants were selected based on the criterion that they must be either EFL teachers or university students, regardless of their use of Grammar Translation (GT) in EFL classrooms.
The demographic information of the 450 students who participated in the questionnaire reveals that there are 210 males and 240 females Among them, 440 students reported using GT in EFL classrooms, while only 10 had never utilized it The majority of respondents were fourth-year students, comprising 41.11%, followed by third-year students at 23.11%, and second-year students at 21.33% Only five students were in their fifth year, as most academic programs typically span four years, though some majors, such as Architecture and General Medicine, may require additional time The students represented 29 different majors, as detailed in the accompanying table.
The demographic information of the 12 teachers, comprising 5 males and 7 females who participated in the questionnaire, reveals that approximately 83.33% have utilized GT in their teaching activities, while 2 teachers have never used it Most teachers possess over 5 years of teaching experience, with only one teacher having between 1 to 3 years of experience The surveyed teachers taught a total of 20 courses, with some instructing up to 4 courses and others only 1, resulting in an average of 1.67 courses per teacher The most commonly taught subjects include Speaking and Listening, and General English, each representing 11.76% of the courses, followed by Reading, Writing, and Grammar at 8.82% Translation and Introduction to Language courses accounted for 5.88%, while the remaining courses were taught by individual teachers.
23 Table 3.1 Demographic information of the 450 students for the questionnaire
Gender Male 21046.67Female 24053.33Using GT Using GT 44097.78Not using GT
In the academic year, the total student enrollment reached 102, with first-year students numbering 96, second-year students at 60, third-year students totaling 104, fourth-year students at 185, and fifth-year students comprising 5 The most popular major was Real Estate Management, attracting 5 students, followed by Automotive Engineering Technology with 4, Information Technology with 12, and Food Technology with 40 Other notable programs included Pharmacy with 49 students, Accounting with 10, and Architecture with 37 Additionally, International Business had 6 students, Transport Mechanical Engineering had 1, and Medical Imaging Technology had 6 students, including 2 in the University Transfer program Construction Engineering also had a presence among the majors offered.
The article discusses various fields of study, highlighting their respective significance and popularity Medical Testing Technology, Logistics and Supply Chain Management, and Laws are among the disciplines mentioned, with Economic Laws and Marketing also receiving attention English Studies and Public Relations showcase their relevance in communication, while Industrial Engineering and Management, Land Management, and Environmental and Natural Resources Management reflect the importance of sustainable practices Additionally, Tourism and Travel Management, alongside Business Administration and its advanced and transnational programs, illustrate the diverse opportunities available for students in today's educational landscape.
Malaysia University of Science and Technology 2 0.44 Restaurant and Gastronomy Management 1 0.22 Finance and Banking 1 0.22 General Medicine 71.56
24Table 3.2 Demographic information of the 12 teachers for the questionnaire
Using GT for teaching activities Years of teaching experience
Using GT 10 83.33 Not using GT 2 16.67
Over 1 year to 3 years 1 8.33 Over 5 years
Courses of teaching Reading 38.82Writing 38.82
2.94 Cultures of English Speaking Countries1
Twelve participants were chosen for semi-structured interviews using convenience and purposive sampling techniques Purposive sampling, also known as judgment sampling, involves the intentional selection of participants based on specific qualities they possess, as described by Etikan et al (2016) This nonrandom approach allows researchers to identify and select individuals who have the necessary knowledge or experience related to the phenomenon of interest, ensuring that the information gathered is both relevant and insightful.
25 Table 3.3 Information of twelve participants for the interviews
No Interviewees Level of perception s Using GT Demographic information
- Courses of teaching: General English, Writing, Reading, Speaking and Listening, Morphology
- English language skills, Pragmatics, Research Methods
- Class: DH21XDU02 -The third-year, Construction Engineering
- The second-year, Environmental and Natural Resources Management
- The third-year, Real Estate Management
- The third-year, Food Technology
- The first-year, Land Management
- The fourth-year (The final year), English Studies
- The second-year, Environmental and Natural Resources Management