The Correlation Between the Use of AI Translation Tools in Foreign Language Learning and the Positive Performance of Foreign Language Students

Nabil Al-Awawdeh; Mahmud Mohammad Kaddum; Dorine Nasr; Nermine Merhye; Maria Nasr

doi:10.17507/tpls.1512.31

Authors

Nabil Al-Awawdeh Yarmouk University
Mahmud Mohammad Kaddum Bartın University
Dorine Nasr University of Balamand
Nermine Merhye USJ Beirut
Maria Nasr University of Balamand

DOI:

https://doi.org/10.17507/tpls.1512.31

Keywords:

AI-driven translation tools, foreign language (FL) learning, academic performance, language proficiency, language enhancement

Abstract

This study explores the practical correlation between the use of AI-driven translation tools and the positive performance of foreign language (FL) undergraduates. The aim is to determine how these tools help FL learners improve different aspects of their performance. The study adopted a quantitative approach with a survey design. A sample of 949 FL undergraduates from different universities was engaged in the study through a digitally designed questionnaire. The analysis was conducted using relevant statistical measures, including hypothesis testing. The results indicated that Google Translate and DeepL are the AI translation technologies that are most often used, with utilisation rates of 82.51% and 92.83%, respectively. Additionally, over 88% of the study population affirm that these tools have the potential to significantly enhance their proficiency in FL. The result further indicated that 76% of the study sample accepted that AI tools had impacted their writing abilities. This result emphasises that learners are dependent on these tools for understanding and use them to improve their ability to produce language. The data presented reveals that 90% affirmed that the use of these tools enhanced their comprehension of FL phrases. With a mean score of 3.8 and a statistically significant t-value of 1.92 (p = 0.001), respondents have a positive impression of the ability of these tools to expand their lexical and grammatical repertoires. The mean value of 4.1 and the statistically significant t-value of 2.34 (p = 0.002) provide scientific evidence in support of the hypothesis that the use of these tools is associated with enhanced academic performance among FL learners.

Author Biographies

Mahmud Mohammad Kaddum, Bartın University

Department of Translation Studies / Arabic, Faculty of Literature

Dorine Nasr, University of Balamand

Department of Arabic language and Literature

Maria Nasr, University of Balamand

Department of Languages and Translation, Faculty of Arts and Sciences

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