Navigating the Opportunities and Challenges of Google Translate: A Thematic Analysis of its Impact on Arabic-English EFL Learners
Keywords:
Google Translate; machine translation; language learning; learner engagement; learner autonomy; EFL; Arabic–English contexts; CALL; AI-mediated learning; thematic analysisAbstract
This qualitative study explores the impact of Google Translate (GT) on learners’ engagement, comprehension, and autonomy in second language acquisition, with a specific focus on English as a foreign language in Arabic-speaking contexts. Drawing on a thematic synthesis of existing research and relevant literature, the study integrates insights from empirical findings and theoretical perspectives. The analysis shows that GT enhances engagement by reducing affective barriers, supports comprehension through access to vocabulary and syntactic structures, and promotes learner autonomy by enabling self-directed learning. However, excessive reliance on GT may limit deeper cognitive processing. The findings also highlight its limitations in handling idiomatic expressions and culturally specific language. The study concludes that GT should be integrated as a mediating tool within language learning, supported by structured reflection to maximize its benefits while minimizing potential drawbacks.
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Copyright (c) 2026 Shalini Chakranarayan
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