The Level of English Language Teachers of The Pedagogical Aspects of Integrating Machine Translation In Teaching and Learning Within The TPACK Framework (A Field Study on Secondary Schools in Yefren)
Keywords:
(Machine Translation, English Language Teachers, Technology Integration in Education, Secondary Education, TPACK Model).Abstract
This study aims to identify the level of English language teachers' knowledge regarding the pedagogical aspects of utilizing machine translation (MT) in teaching and learning, specifically through a field study conducted in secondary schools in Yefren. The researcher employed a descriptive analytical approach using social survey sampling [sociological surveying], which aligns with the nature and objectives of the study. A questionnaire was utilized as the primary research instrument, with a study sample consisting of 30 male and female teachers.
The findings of the study revealed that the level of English language teachers' knowledge regarding the pedagogical aspects of using machine translation was high (M = 3.84, 76.73%) in light of the TPACK (Technological Pedagogical Content Knowledge) framework. It was also found that teachers possess good conceptual knowledge of machine translation, particularly as an application of Artificial Intelligence (AI), and can distinguish it from human translation.
Furthermore, the results indicated that the pedagogical roles of machine translation achieved the highest means, reflecting a strong awareness of its importance as a supportive tool for learning, while emphasizing its use as a supplement rather than a substitute. The results also demonstrated a good level of awareness regarding its educational applications, alongside a clear understanding of the risks associated with over-reliance and the necessity of employing it according to specific educational goals.
Considering these findings, the study recommends the development of training programs based on the TPACK framework and the integration of machine translation into English language teaching strategies. Additionally, the study suggests establishing organized educational policies for its use, enhancing the presence of AI-related topics in teacher preparation programs, and encouraging applied studies that explore the impact of this technology on the development of linguistic skills
