EFL UNIVERSITY STUDENTS’ PERCEPTIONS OF USING GOOGLE TRANSLATE TO UNDERSTAND ENGLISH TEXTS
TL;DR
The findings indicate that students perceive Google Translate as a supportive tool that reduces reading anxiety and accelerates lexical recognition, but the study also reveals a cognitive paradox in which the convenience of the tool may foster psychological dependency.
Abstract
This study investigates university-level EFL students’ perceptions of using Google Translate to facilitate comprehension of advanced English texts. It explores how final-year students conceptualize the tool’s cognitive role in reading, the frequency and academic contexts of its use, and the pedagogical benefits and linguistic challenges associated with machine-assisted text interpretation. Employing a descriptive qualitative design, data were collected through an open-ended questionnaire distributed via Google Forms to 32 seventh-semester undergraduate EFL students. The responses were systematically analyzed using the qualitative analysis framework of Miles, Huberman, and Saldaña. The findings indicate that students perceive Google Translate as a supportive tool that reduces reading anxiety and accelerates lexical recognition. However, the study also reveals a cognitive paradox in which the convenience of the tool may foster psychological dependency. In addition, literal word-for-word translations and limited contextual sensitivity often lead to semantic confusion when students engage with complex academic texts. The study offers practical implications for EFL pedagogy, curriculum design, and digital literacy by emphasizing the importance of balancing machine-assisted translation with autonomous, critical, and independent reading practices.