GTALL: A GNMT Model for Foreign Language Education

The world of foreign language education has been immensely influenced by emergent Machine Translation (MT) technologies including Google Translate (GT). Considering that end users perceptions reflect MT practicality, ample research has been conducted regarding language learners’ perceptions on MT use. Yet, investigating Iranian student teachers perceptions on the use of MT for language learning in higher education has been underestimated. To bridge this gap, semi-structured interviews with twelve student teachers, who were selected through purposive sampling, were conducted by employing the qualitative constructivist grounded theory methodology. A model of GT use in language learning, entitled ‘Google Translate-Assisted Language Learning (GTALL)’ was proposed. The three main categories (i.e., GT familiarity and use, perceptions, and legitimacy) along with 35 sub-categories at two levels supported the core category of ‘implementation of GT in language learning’. The results revealed that despite the participants’ general familiarity and use of GT for linguistic purposes, they did not know most of its features. While the student teachers held positive views of GT and did not recognize its use as academic misconduct, their professors frowned upon GT use due to the probable misleading. GT literacy may be a sound proposal to take advantage of this novelty in linguistic endeavors. This study demonstrated considerable pedagogical implications for educational stakeholders. While administrators are recommended to appreciate contemporary pedagogical transformations to fulfill new generation’s needs, both professors and students are encouraged to improve digital literacy and take advantage of GT for greater educational achievements.