A Study of the Effects of Machine Translators in High School English Writing Education

This study examines the perceived impact of machine translator (MT) use on the English writing ability of Korean high school students and their attitudes toward its effectiveness. A total of 66 first-year students participated in six experimental writing classes over six weeks. The experimental group (35 students) used the Naver Papago translator for writing tasks, while the control group (31 students) completed the same tasks without a translator. Writing performance was assessed across six categories: outline writing, content, composition, grammar, vocabulary, and mechanical elements. Based on the analysis of the data which were collected quantitatively as well as qualitatively, this study showed that MT use did not significantly influence writing ‘content,’ but it notably improved ‘grammar’ and ‘vocabulary’, particularly for lower-proficiency learners. Upper-proficiency students mainly used MT during revision, enhancing accuracy, while lower-proficiency students struggled to identify mistranslations, often submitting incorrect outputs as they were. These findings suggest that MT tools can effectively enhance certain aspects of writing, depending on learners’ proficiency levels. This study underscores the potential of MT tools in high school English writing education and highlights the need for strategies encouraging effective, student-centered use.