L2 Journal

This paper reports findings from an empirical study that investigated the relationship between machine translator (MT) use and second language (L2) anxiety. Previous research has documented widespread MT use among learners, especially in recent years;  this increase can be explained not only by MT’s accessibility and accuracy but also by students’ favorable perceptions of MT functionality and the higher quality of their work when aided by MT. Fewer studies have focused on the psychological factors that may be driving learners’ growing reliance on these tools. The present investigation examined MT use patterns, reasons for use, and L2 anxiety levels in lower-level and upper-level college students. The results revealed a high level of MT use by learners even at the more advanced level and high-frequency MT use among learners who reported more L2 anxiety. Furthermore, students reported anxiety and fear of judgment as predominant factors driving their MT use, which suggests that pedagogical practices that aim to lessen learner dependence on MT may need to focus on lowering student anxiety as well. Other factors mentioned by participants were saving time, getting good grades, and feeling more confident in their L2 accuracy. Ultimately, students expressed positive views towards MT as a tool for language learning, although their comments also suggest that they recognize it can undermine their L2 development.   The discussion of the findings provides various suggestions for alternative teaching and assessment practices to combat learner anxiety and ensure MT use supports L2 learning.