Machine translators, such as Google Translate, are AI-powered language tools that can help level the playing field for students of English as a second or foreign language. However, when this technology is used by students for assessments, ethical concerns regarding academic integrity may arise. While prior research has explored the perspectives of students or teachers on this issue, few studies have compared their perspectives. This is particularly evident in the context of non-language focused students in an English for Academic Purpose course. To address this issue, the present study compares student and teacher perspectives on using machine translators for assessments in EAP courses. Both quantitative and qualitative data were gathered for the study. The results revealed commonalities and, more importantly, differences between the two groups. These findings have profound pedagogical implications.
Lin et al. (Sat,) studied this question.
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