Students’ Attitudes Toward Using Google Translate for Speaking Practice in English

Abstract

Speaking is a crucial but challenging ability for ESL students to acquire. They lack enough chances to practice, so they typically struggle to become confident and fluent; moreover, conventional learning techniques can be monotonous or not participatory. Nowadays, tools like Google Translate enable students to practice speaking independently (Alm & Watanabe, 2024). This study aims to find out how students view utilizing Google Translate to enhance their speaking. The study gathered responses using a 5-point scale and a survey comprising straightforward questions. Thirty-second students from the Muhammadiyah University of Semarang comprised the participants. Students' opinions on utilizing the instrument were ascertained by utilizing survey data analysis (Fatkhurozi & Hidayat, 2024). According to the data, most students enjoyed using Google Translate, particularly for confidence boost and pronunciation aid (Raza, 2018). Nevertheless, some students cautioned against counting too much on it since they claimed it was not always accurate. While Google Translate is commonly recognized for its practicality and speed, students' perceptions also reflect a growing awareness of its limitations in maintaining grammatical accuracy and contextual coherence (Putri et al., n.d.). The study concluded that, generally, given careful use and teacher guidance, Google Translate can be helpful. It can simplify and increase the enjoyment of speaking practice, but it should not replace other approaches to learning.