TRANSLANGUAGING WITH MACHINE TRANSLATION: A PEDAGOGICAL TOOL FOR ENHANCING LANGUAGE PROFICIENCY AND AUTONOMY OF IRANIAN EFL LEARNERS
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This qualitative study critically explores how Iranian adult EFL learners at varying proficiency levels utilize Machine Translation (MT) to develop their English language competence, with particular attention to the role of their first language and its influence on their metacognitive awareness, self-regulation skills, and autonomy. Specifically, it investigates their perspectives on the benefits and drawbacks of using MT as a learning tool beyond formal settings. Participants were selected from a prestigious language institute in Shiraz, Iran, to explore their views on incorporating MT into their language learning and to conduct an in-depth analysis of their experiences through semi-structured interviews and focus group discussions. The results indicated that participants generally preferred using translanguaging with MT in their learning process. While intermediate learners primarily relied on MT for comprehension, vocabulary expansion, and writing assistance, upper-intermediate and advanced learners used it more selectively, leveraging its capabilities and critically assessing its shortcomings. The study showed that translanguaging through MT enabled learners to draw on their entire linguistic repertoire, develop their metacognition, and strengthen their autonomy. The implications offer valuable insights into the significance of translanguaging, particularly with MT, in language learning, highlighting its contribution to higher-order thinking abilities and the enhancement of language education.
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