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It explains that students widely use free online translators to both translate and to read/write in the target language, so instructors should address these tools rather than focus only on translation-program students. The discussion covers technical and ethical dimensions, emphasizing critical use, error identification, and correction, plus the evaluation challenges of MT literacy. Evidence comes from experiments with final-year students in a three-year applied languages program and extends the relevance to learners in all disciplines.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dealing-with-the-elephant-in-the-classroom-developing-language-students-machine-translation-literacy-paper/594080/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dealing-with-the-elephant-in-the-classroom-developing-language-students-machine-translation-literacy-paper/594080.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do instructors need to teach MT literacy to language students?","Question",{"text":112,"@type":113},"Because language undergraduates massively use free online machine translators to translate and to read/write in the language they are learning, instructors must help them use these tools critically and responsibly.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What should the MT literacy discussion include?",{"text":117,"@type":113},"Technical and ethical considerations, especially how to use MT critically by identifying and correcting errors for future professional use.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the article’s argument supported?",{"text":121,"@type":113},"The discussion is based on experiments conducted with undergraduate students in the final year of a three-year applied languages program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594080,1792231628,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 5(3), 118–134 (2022) [https://doi.org/10.29140/ajal.v5n3.53si2](https://doi.org/10.29140/ajal.v5n3.53si2)  \nDealing with the “Elephant in the Classroom”: Developing Language Students’Machine Translation Literacy  \nRUDY LOOCKa SOPHIE LECHAUGUETTEb BENJAMIN HOLTa  \naUniversité de Lille and Savoirs, Textes, Langage CNRS  \nResearch Unit, France  \n[rudy.loock@univ-lille.fr](rudy.loock@univ-lille.fr); [benjamin.holt@univ-lille.fr](benjamin.holt@univ-lille.fr)  \nbUniversité de Lille and ULR 40 74 – CECILLE,  \nFrance  \n[sophie.lechauguette@univ-lille.fr](sophie.lechauguette@univ-lille.fr)  \nAbstract  \nIn this article, we discuss the need for a new digital literacy among language students, namely a literacy in relation to the use of machine translation (MT): MT literacy, following Bowker and Buitrago Ciro (2019) . This article does not focus on translation students who, due to the demands ofthe translation market, have already received a lot of attention from researchers. Rather, we focus on undergraduate language students, and argue that because of their massive use of free online translators—either to translate or to read and write in the language they are learning—instructors need to include a discussion on such tools. We argue that this discussion should include technical and ethical considerations, with a focus on how to ensure that students are able to use MT critically, identifying and correcting errors, for future professional use. Finally, we discuss the thorny issue of evaluation for this type of digital literacy. The discussion is based on several experiments conducted with undergraduate students enrolled in their final year of a three-year program in applied languages. We also believe that the teaching of such skills should not be restricted to language students, since students of all disciplines use online translators, and may continue to do so throughout their professional lives.  \nKeywords: machine translation, online translators, digital literacy, MT literacy, language teaching  \nCopyright: © 2022 Rudy Loock, Sophie Léchauguette and Benjamin Holt. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nStarting Points  \nThe Massive Use of Online Translators  \nA number of studies have shown that students massively use free online translators such as Google  \nTranslate ([https://translate.google.com](https://translate.google.com)), Bing Microsoft Translator ([https://www.bing.com/translator](https://www.bing.com/translator)),  \nor DeepL ([https://www.deepl.com/translator](https://www.deepl.com/translator)). When asked about their use of such machine translation (MT) tools, between 8 and 9 students out of 10 admit to using them for many different kinds of language tasks. For instance, O’Neill (2019) found that 87.7% of students of Spanish or French as a foreign language at the University of Memphis (n = 310 on campus and 56 online) used online translators for graded and non-graded work, even when this was prohibited. Resende and Way (2021) found that all 90 of their students, who were beginner to advanced learners of English as a second language, were users of machine translation, while Delorme Benites et al. (2021) found that 97.2% of students enrolled in four Swiss universities (n = 1,926) had already used online translators. Our own pilot study at the University of Lille (Loock & Léchauguette, 2021) revealed that 83% of students enrolled in their third and final year of an applied languages program (n = 159) used online translators on a regular basis.","cbCairZTUyjFkvvI","https://ap.wps.com/l/cbCairZTUyjFkvvI","pdf",506548,17,"English","# Abstract\n# Starting Points\n## The Massive Use of Online Translators\n## A Biased, Subjective Approach to Online Translators","[{\"question\":\"Why do instructors need to teach MT literacy to language students?\",\"answer\":\"Because language undergraduates massively use free online machine translators to translate and to read/write in the language they are learning, instructors must help them use these tools critically and responsibly.\"},{\"question\":\"What should the MT literacy discussion include?\",\"answer\":\"Technical and ethical considerations, especially how to use MT critically by identifying and correcting errors for future professional use.\"},{\"question\":\"How is the article’s argument supported?\",\"answer\":\"The discussion is based on experiments conducted with undergraduate students in the final year of a three-year applied languages program.\"}]","Dealing with the “Elephant in the Classroom”: Developing Language Students’ Machine Translation Literacy - Paper | PDF",1792078496,43]