Google Translate as a Supplementary Tool for Learning Malay - A Case Study at Universiti Sains Malaysia

Oct 15, 2026

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The paper examines how Google Translate can support international students at Universiti Sains Malaysia in developing knowledge and skills for learning Bahasa Malaysia. The study involved 16 international students enrolled in the LKM 100 Bahasa Malaysia (I) course. Through literature review, analysis of collected data, and evaluation of course content and activities, results indicate that many students view Google Translate as effective for vocabulary, writing, and reading, and some report improved self-learning when using it strategically. Classroom tasks using it also foster independent study.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

1. Introduction

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 7 No. 3; June 2016 Australian International Academic Centre, Australia | | | | | --- | --- | --- | | | Flourishing Creativity & Literacy | | | | | | Google Translate as a Supplementary Tool for Learning Malay: A Case Study at Universiti Sains Malaysia Hossein Bahri (Corresponding author) School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia [E-mail: hobahri@yahoo.com](E-mail: hobahri@yahoo.com) Tengku Sepora Tengku Mahadi School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia Doi:10 .7575/aiac.alls.v.7n.3p.161 URL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.161](http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.161) Received: 16/01/2016 Accepted: 20/03/2016 Abstract The present paper examines the use of Google Translate as a supplementary tool for helping international students at Universiti Sains Malaysia (USM) to learn and develop their knowledge and skills in learning Bahasa Malaysia (Malay Language) . The participants of the study were 16 international students at the School of Languages, Literacies, and Translation, USM who had registered for the LKM 100 Bahasa Malaysia (I) course. Based on the literature review, analysis of the collected data, and an assessment of the course content and activities inside and outside the language classroom, the findings suggest that most international students at USM recognize Google Translate as an effective supplementary tool for learning vocabulary, writing, and reading in Bahasa Malaysia. In fact, some students reported that they could optimally benefit from their self-learning if they were assisted to use Google Translate effectively. Moreover, using Google Translate for doing classroom tasks and activities can encourage students to study independently, and to shape their own strategies for solving language learning problems. Keywords: Google Translate, supplementary tool, translation, language learning, Bahasa Malaysia 1. Introduction Since the birth of Grammar-Translation Method in the mid nineteenth century researchers have long investigated the use of translation as a methodology for learning language skills such as reading, writing, grammar and vocabulary (Richards, 2001) . The advent of new electronic tools and technologies has profoundly transformed earlier methodologies, providing both language learners and teachers with new avenues to explore in the field of language learning (Tabatabaei & Gui, 2011; Roche, 2010) . Some scholars (Dagiliene, 2012; Cook, 2010) believe that due to the needs and realities of the current globalized world there is a revival of translation approaches to language learning and teaching. Within the last few years, one technology that has amply helped learners to develop their language learning skills is Google Translate, or GT. Indeed, millions of people around the world use the service for translation on a daily basis anda growing number of language learners are using it for language learning purposes. However, the advantages and potentials of this new technology for language learning have recently been explored by few researchers (Groves & Mundt, 2015; Jin & Deifell, 2013; Garcia & Pena, 2011; Josefsson, 2011) . Meanwhile, some teachers express misgivings about the way we prepare students for how to deal with these technologies both inside and outside the classrooms (Davis, 2006; Watkins, 2004) . Google Translate is a free machine translation service made available by the Google Company for translating texts and messages from one language into another. Currently it is accessible through a web interface along with smart phone apps/interfaces and application programming interfaces (APIs) that can fit into new software. As of 2016 GT supports more than 100 languages (Google Translate, 2016) . Google Translate is based on Statistical Machine Translation, which works by analyzing hundreds of

FAQs

What is the main purpose of the study?

The study investigates how Google Translate can function as a supplementary tool to help international students at Universiti Sains Malaysia learn Bahasa Malaysia and develop related language skills.

Who participated in the research?

The participants were 16 international students in the School of Languages, Literacies, and Translation who had registered for the LKM 100 Bahasa Malaysia (I) course.

How do the findings describe students’ use of Google Translate?

Most international students recognize Google Translate as effective for learning vocabulary, writing, and reading, and some report they benefit from self-learning when guided to use it effectively. Using it for classroom tasks can also encourage independent study and strategy building.

Oct 15, 2026

Uploaded by Terk