Exploring the Impact of Error Correction Tasks on Enhancing L2 Learners' Language Error Awareness When Using Google Translate as a Tool
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Abstract
In recent years, error correction tasks have been widely used in second language writing instruction to help students develop language accuracy and error awareness. With the rapid development of technology, digital tools such as Google Translate have become increasingly popular among second language learners. However, there is limited research exploring the impact of using digital tools like Google Translate in error correction tasks. This study aimed to fill this gap by investigating the impact of error correction tasks on language accuracy and error awareness among second language learners, with a focus on the use of Google Translate. The participants consisted of 60 undergraduate students from a university located in northeastern Thailand. A quasi-experimental research design was employed using both quantitative and qualitative research methods. The study used a t-test technique and a semi-structured interview technique, and applied the nonequivalent groups' pre-test/post-test control and comparison group design to explore the overall effect of using error correction tasks on improving student writing and language error awareness. The results show that the treatment group who used Google Translate with the guidance of their teachers (M=24.87, SD=5.92) were better able to correct their language errors than those in the control group (M=16.23, SD=4.85). The findings suggest that error correction tasks and Google Translate have a significant impact on supporting students' learning. The Language Awareness Development Questionnaire was completed by 30 participants, revealing that participants had a high level of language awareness development. The study indicates that error correction tasks, when used in conjunction with supportive tools like Google Translate and the teachers’ guidance, can be effective for developing language error awareness in second language learners.
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