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Impact of technology on language learning: A study of Translation apps and their usage
at undergraduate level in university education
Mehwish Zulfiqar1, Dr. Ali Ahmad2
a
MS Linguistics Student, COMSATS University Islamabad, Vehari
b
Associate Professor, COMSATS University Islamabad, Vehari
Introduction
Language acquisition at the undergraduate level has entered a new phase with the integration
of technology, marking a paradigm shift in traditional language education. In this era of rapid
technological advancement, translation apps have emerged as pivotal tools, reshaping the
landscape of language learning within university contexts. According to a study by Liu and
Watts (2019), mobile translation, involving both human translators and machine translation
systems through mobile devices and applications, has become increasingly prevalent in
language education.
The ubiquity of translation apps, including but not limited to Google Translate, Microsoft
Translator, Duolingo, Hi Translate, and Reverso Context, raises questions about their impact
on language proficiency development among undergraduate students. The study by Bahri and
Mahadi (2016) emphasizes the encouragement of mobile tool usage in language classrooms,
underscoring the potential positive impact on translation activities. As the educational milieu
evolves to accommodate diverse linguistic backgrounds and proficiencies, the need for
innovative solutions becomes paramount.
In the 21st century, technological advancements have transcended traditional teaching
methods, ushering in a new era where portable electronic devices have supplanted
conventional textbooks (ICCSE, 2014). Amid this shift, the study aims to shed light on the
emerging paradigm of translation apps in language education. As emphasized by Gouadec
(2007), translators now rely on a variety of technology-driven tools, including machine
translation systems, translation memories, and electronic dictionaries, underscoring the
technologization of the translation profession. Within this context, the integration of
translation apps into language learning practices becomes crucial, especially as it caters to the
diverse linguistic backgrounds of the contemporary university student body. This aligns with
the findings of Jimenez-Crespo (2016), who notes the proliferation of mobile-based
translation apps designed to facilitate multilingual communication and overcome language
barriers.
The evolving landscape of education, influenced by rapid technological advancements, is
highlighted, particularly in the context of language learning. The integration of translation
apps is positioned as a transformative shift in language education, offering accessibility and
efficiency. The research delves into the implications of this integration, examining whether it
accelerates language proficiency development or introduces new challenges.
The problem statement outlines the research's exploratory nature, aiming to identify
challenges faced by undergraduate students in using translation apps. The study intends to
bridge the gap between the perceived advantages of translation apps and the actual usage
patterns among students. It aims to formulate the guidance of study, focusing on usage
patterns, student perceptions, and challenges and opportunities related to the integration of
translation apps in language edu. It emphasizes the importance of language education in the
modern era and the significant role played by technological advancements, specifically
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translation apps. The study aims to explore the effectiveness of these tools in enhancing
language learning proficiency among undergraduate students.
This research seeks to bridge the gap between the recognized benefits of translation apps and
their effective utilization in language learning contexts. By unraveling the factors influencing
student attitudes and usage patterns, the study aims to provide insights that can inform
pedagogical strategies, contributing to more effective language education at the
undergraduate level.
Literature Review
The integration of technology into language education, particularly the use of translation
apps, has garnered increasing attention in recent literature. This review explores existing
research findings, shedding light on the impact of translation apps on language learning
proficiency at the undergraduate level.
Translation apps, such as Google Translate and Microsoft Translator, have become
indispensable tools in language learning. According to Liu and Watts (2019), mobile
translation, encompassing both human and machine translation, is a prevalent practice in
language education. These apps facilitate real-time communication and bridge language
barriers (Chu, 2016), providing students with immediate access to translations and
vocabulary explanations, thereby enhancing vocabulary acquisition (Crespo, 2015).
Educational Technology Trends in Language Learning
The utilization of educational technology in language learning is a growing trend, particularly
in the context of English as a Foreign Language (EFL). Modern educational institutions in
developing countries have embraced technology to enhance language competencies (Mahdi et
al., 2022). This aligns with the findings of Bahri and Mahadi (2016), who observed the
positive impact of mobile devices in English-Persian translation classrooms, encouraging
advanced-level students to use mobile tools for assignments.
The field of translator training has witnessed notable advancements due to technology.
Translators now rely on various tools, including machine translation systems and mobile-
based translation apps (Jimenez-Crespo, 2016). Gouadec (2007) emphasizes the necessity for
translators to acquire technological skills to navigate the evolving job market, indicating a
shift toward a highly technologized profession.
The literature indicates several benefits and challenges associated with the use of translation
apps in language learning. On the positive side, these apps offer individualized learning
experiences, allowing learners to customize their language learning journey based on their
specific needs and pace (Lomicka and Lord, 2012). However, challenges include the potential
overreliance on translation, accuracy issues, and the risk of decreased language proficiency
due to passive learning (Gass & Selinker, 2008; Godwin-Jones, 2016; Lan, 2018).
While studies recognize the advantages of translation apps, there is a noticeable gap between
their perceived benefits and actual usage patterns among undergraduate students. Bahri and
Mahadi (2016) note that despite the encouragement to use mobile tools, not all students
embrace them in language classrooms. Understanding the factors contributing to this
reluctance is a crucial aspect that requires further exploration.
In conclusion, the literature review underscores the evolving landscape of language learning
with the integration of translation apps at the undergraduate level. While the benefits are
acknowledged, there is a need for more research to understand the factors influencing student
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attitudes and usage patterns. The literature provides a foundation for the present study, which
seeks to address this gap and contribute to the effective integration of translation apps in
language education.
Methodology
This research adopts a descriptive and exploratory approach, employing a survey method
with a questionnaire that includes close-ended questions and a Likert scale. The target
population consists of undergraduate English language students in District Vehari. Data will
be collected through the distribution of the questionnaire, and 100 students taken as a sample
of research and subsequent analysis will be conducted using SPSS. The research tools
structured as a Likert scale-based survey questionnaire, aim to explore and comprehend the
perspectives of students regarding the identified problem.
Data Analysis
The data were analyzed quantitatively to identify any statistically signifcant differences in the
participants’ opinion about using translation apps. Questionnaire was based on Likert scale
scoring procedure i.e, strongly disagree to strongly agree. The student had selected one
specific option as their answer to the question. The collected data were analyzed through the
SPSS (Statistical Package for the Social Science).
1.Use of technology is very beneficial for language learning

Frequency Percent Valid Percent mean

disagree 12 11.3 12.0
Neutral 27 25.5 27.0
agree 35 33.0 35.0
valid strongly agree 26 24.5 26.0 3.7500
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

2.I have never use translation apps to translate English text.

Frequenc
y Percent Valid Percent Mean
strongly 34 32.1 34.0
disagree
disagree 50 47.2 50.0
Valid Neutral 16 15.1 16.0 1.8200
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

3.Translation apps isn’t quite right in translating text in English language

Frequency Percent Valid Percent Mean

strongly disagree 16 15.1 16.0
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disagree 39 36.8 39.0

Neutral 34 32.1 34.0 2.4000
Valid agree 11 10.4 11.0
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

4. I can’t translate without using translation apps

Frequency Percent Valid Percent Mean

disagree 13 12.3 13.0
Neutral 35 33.0 35.0
agree 39 36.8 39.0
Valid strongly agree 13 12.3 13.0 3.5200
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

5. I prefer translating using translation apps rather than English dictionary

Frequency Percent Valid Percent Mean

strongly disagree 8 7.5 8.0
disagree 9 8.5 9.0
Neutral 22 20.8 22.0
Valid agree 40 37.7 40.0 3.5700
strongly agree 21 19.8 21.0
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

6. Translation apps can fulfill all my needs in terms of translating English

Frequency Percent Valid Percent Mean

strongly disagree 16 15.1 16.0
disagree 32 30.2 32.0
Neutral 32 30.2 32.0
Valid agree 16 15.1 16.0 2.6000
strongly agree 4 3.8 4.0
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

7.Translation apps can’t fulfill all my needs in terms of translating English

Frequency Percent Valid Percent Mean

strongly disagree 14 13.2 14.0
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disagree 40 37.7 40.0

Neutral 33 31.1 33.0
Valid agree 12 11.3 12.0 2.4600
strongly agree 1 .9 1.0
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

8. Students do not know how to use translation apps

Frequency Percent Valid Percent Mean
strongly disagree 9 8.5 9.0
disagree 18 17.0 18.0
Neutral 24 22.6 24.0
Valid agree 32 30.2 32.0 3.3000
strongly agree 17 16.0 17.0
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

9. I am not satisfied with the results of the translation apps

Frequency Percent Valid Percent Mean
strongly disagree 27 25.5 27.0
disagree 42 39.6 42.0
Valid Neutral 31 29.2 31.0 2.0400
Total 100 94.3 100.0
System 6 5.7
Total 106 1
00.0

10. Translation apps isn’t quite right in translating text in English language

Frequency Percent Valid Percent Mean

strongly disagree 28 26.4 28.0
disagree 38 35.8 38.0
Neutral 26 24.5 26.0
Valid agree 3 2.8 3.0 2.1900
strongly agree 5 4.7 5.0
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

11.Translation apps are very helpful in every way of translation process

Frequency Percent Valid Percent Mean

disagree 6 5.7 6.0
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Neutral 25 23.6 25.0

agree 43 40.6 43.0
Valid strongly agree 26 24.5 26.0 3.8900
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

12. Use of translation apps improve the language skills of the students

Frequency Percent Valid Percent Mean

disagree 20 18.9 20.0
Neutral 30 28.3 30.0
agree 42 39.6 42.0
Valid strongly agree 8 7.5 8.0 3.3800
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

13. In translating English material, I always use translation apps

Frequency Percent Valid Percent Mean

disagree 13 12.3 13.0
Neutral 32 30.2 32.0
Valid agree 35 33.0 35.0
strongly agree 20 18.9 20.0 3.6200
Total 100 94.3 100.0
System 6 5.7
Total 106 100.0

14. Cost of internet for the utilization of translation apps is also the problem of
students
Frequency Percent Valid Percent Mean
strongly disagree 6 5.7 6.0
disagree 10 9.4 10.0
Neutral 24 22.6 24.0
Valid agree 33 31.1 33.0 3.6500
strongly agree 27 25.5 27.0
Total 100 94.3 100.0
System 6 5.7
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Total 106 100.0

Data was analyzed using 14 questions by SPSS. Most of the participants reported that they
were translation apps literate. It seems that they use translation apps for translation the text
and different purposes. Questions were based on statements related to students’s perceptions
toward using translation apps. It consisted of 8 statements and respondents answered in
strongly disagree, disagree, neutral, agree and strongly agree. The result of this section
discussed in detail through tables and explanation. The result showed that majority of
students seemed positive towards using translation apps. In the end researcher analysed the
next 6 questions of the questionnaire relates to challenges of using translation apps that do
not allow the students to use translation apps at undergraduate level in university education.
The researcher identified some challenges and asked for opinion of the respondents. The
result analysed in detail and students agreed to the majority of challenges. The challenges that
were being identified by the respondents were lack of training of using these apps and high
cost of internet, proper training of students, cost of material, technical problems and
availability of times etc.
Discussion, conclusion and Recommendation
This study attempted to highlight the importance of translation apps and its need in our daily
life nowadays.
“There is worldwide accepted that how development of technology enhances educational
movement and provide the chances to increase the efficiency of learning in all field of life.”
(Mishra and Sharma, 2005, p4)
The study attempted to investigate the student’s perceptions about the translation apps and
challenges that are being faced by the students at undergraduate level in university education.
Technology made the rapid development after 1980s and it become beneficial component for
the language learning. Use of technology was become very advantageous as the students and
teachers could use it according to their pace anywhere and anytime. Technology usage for
language acquisition can provide learning motivation, students achievement can be enhanced,
provides authentic material and can provides the chances to enhance the interaction between
the students and teachers. Technology can provide fun, games and can create chances for
communication and reduce the stress and anxiety. Now with the help of translation apps
students can use online learning programs and can get immediate feedback and can assess
their learning. Translation apps offer great flexibility for text analysis and pacing of
individual learning, choosing activities and develop their language skills. The researcher used
the tool of questionnaire to collect the data from the participants. The participants belong to
different region of district Vehari. Questionnaire divided into 18 questions. First 8 questions
were consisted the questions related to the student’s perceptions about using translation apps.
Another 6 questions based on the question about the challenges of using translation apps at
undergraduate level in university Education.
When the researcher asked the question that use of technology is very beneficial for language
teaching and learning 11% respondents strongly disagreed and disagreed, they think that use
of technology was not very beneficial but on the other hand majority of teachers were
positive towards use of technology at undergraduate level. 25% respondents neutral to the
statement. It can be concluded that on one hand students are positive towards using
translation apps and on the other hand they do not practically apply it in their classrooms. It
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shows that there are some barriers that do not allow the students to use translation apps at
undergraduate level in university Education.
When the researcher asked the question about the use of translation apps, they know how to
use these apps for language learning purposes.28% respondents were neutral to the statement
and 18% respondents disagreed. It was interpreted that students are positive to use translation
apps for language purposes but there are some barriers that are hurdle in using translation
apps. It was also interpreted that students use translation apps because it was enjoyable, 38%
respondents strongly agreed and agreed. Majority of students said that translation apps save
time and efforts in translate the text and fulfil their all requirements. 25% respondents are
neutral, and 69% respondent s strongly agreed and agreed to the statement. Majority of
students think that translation apps would motivate the students to the more study and
enhance their learning, 23% respondents neutral and 66% respondents strongly agreed and
agreed to the statement. It seems from the result that students are positive to use translation
apps but they want to use it in practically in their classrooms but there are some barriers that
do not allow them to use these apps at undergraduate level in university Education. When the
researcher asked the question about the barriers to using these translation apps, 26%
respondents neutral and 55% respondents strongly agreed to the statement.
First, we must identify those challenges and then those challenges should be tackled if we
want to practically usage of translation apps. Majority of students said that use of translation
apps should improve the skills of learners. When the researcher asked about lack of training
in usage of translation apps, Majority of respondents 17% remain neutral and 30%
respondents strongly agreed to the statement.
Pakistan is a developing country and learners belong to different backgrounds. Each family in
the countries like Pakistan cannot afford to manage cost of internet for each learner. Use of
translation apps for general purposes and use of technology for language learning purposes
are two different things. As mentioned earlier, participants use translation apps for general
purposes. When the researcher asked the question that students do not use translation apps
because they were not well trained in the field, 29% respondents neutral and 52%
respondents strongly agreed to the statement. It means lack of training is the challenge for
students. Majority of students said that they do not use translation apps because they were
afraid to use it and 35% students agreed with this statement because they think that
translation apps cannot fulfil their requirements completely
The challenges that were being faced by the students is the main question of the study. This
section consisted of 6 questions. When the researcher asked the question about the lack of
proper training of using translation apps at undergraduate level in university Education, 12%
respondents neutral and 69%respondents strongly agreed to the statement, (63%) said that
lack of training in the field of translation apps was also the problem for students. It observed
that high cost of internet cannot afford the majority of students, it is also a main reason to less
use of translation apps. Another challenge that the respondents identified was the availability
of time. Majority of students (67%) respondents said that inexperienced students in the field
of technology were also the challenge for utilization of translation apps at undergraduate
level. Majority of students said that it was not easy to translate text by using translation apps.
Majority of students(45%) disagreed and strongly disagreed that translation apps could
replace the dictionaries,20% respondents neutral and 35% respondents agreed and strongly
agreed to the statement.47% respondents agreed and strongly agreed that students might get
confused on translation apps instructions,30% neutral and 23% respondent s disagreed to the
statement.
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There were many language software available that could enhance the language skills.40%
respondents agreed and strongly agreed that students did not know how to use translation
apps software. Updating these these software were also the problem. 48% respondents agreed
and strongly agreed to the statement.
Conclusions
It can be concluded from the result of the study that most of the students (80) have their own
software to use these translation apps at undergraduate level in university Education and they
use it for different purposes.82% respondents are technology literate, they knew how to use
these technology for the purpose of language learning. 72% respondents know how to use
internet on their computers. It was reported that 34% respondents had not used translation
apps for language learning purposes. Most of the students do not know how to use these
translation apps software for language learning purposes. Majority of students did not know
about how to translate text online of by using these translation apps.60% respondents know
how to utilize translation apps for language improvement.61% respondents know how to use
online speaking dictionary.
Most of the students seems positive towards the integration of technology into learning.78%
respondents agreed and strongly agreed that use of technology is very beneficial for the
language teaching and learning and they wanted to use translation apps for language learning
purposes but there are some barriers that do not allow them to use these apps, it was being
confirmed by the findings of the study.72% respondents agreed that there are some barriers in
using translation apps, use of these apps could improve the language skills of the
students.60% respondents use the translation apps because use of these apps is enjoyable.68%
respondents strongly agreed that use of translation apps could save the to translate
something..66% respondents agreed that translation apps would motivate the students to the
more study and enhance their learning. 65% respondents agreed that use of translation apps is
better than dictionaries but32% respondents remaining neutral to the statement. 52%
respondents did not use the translation apps because they are not well trained in the field of
technology. It was also being discovered from the result that 42% students were afraid of usin
these apps because they cannot fulfil their needs exactly.
After, to know the student’s perceptions about translation apps, researcher moved toward the
challenges of using translation apps. There are lots of common challenges that are hurdle in
using translation apps. When the researcher asked about lack of training in usage of
translation apps, Majority of respondents 17% remain neutral and 30% respondents strongly
agreed to the statement. Pakistan is a developing country and learners belong to different
backgrounds. Each family in the countries like Pakistan cannot afford to manage cost of
internet for each learner. Use of translation apps for general purposes and use of technology
for language learning purposes are two different things. As mentioned earlier, participants use
translation apps for general purposes. When the researcher asked the question that students do
not use translation apps because they were not well trained in the field, 29% respondents
neutral and 52% respondents strongly agreed to the statement. It means lack of training is the
challenge for students. Majority of students said that they do not use translation apps because
they were afraid to use it and 35% students agreed with this statement because they think that
translation apps cannot fulfil their requirements completely.
Majority of students 44% were not afraid that translation apps might replace the dictionaries.
Findings have also confirmed that students may get confused on usage of translation apps.
Majority of students do not know how to use language software. Updating these software is
another common challenge that the students are confirming. It can be concluded from the
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result that learning language with the usage of translation apps is easier, most of the students
use these apps for their general purposes but do not use for language learning purposes
because of these challenges.