How Machine Translation Affects Students’ Ability in Writing English Texts

Abstract

This study investigates the impact of machine translation (MT) on the English writing ability of fourth-semester Informatics Engineering students at Universitas Lamappapoleonro (UNIPOL). The study addresses the growing concern over students’ reliance on MT tools in academic writing and aims to determine whether these technologies support or hinder language development. A mixed-method approach was employed, combining quantitative analysis through pre-tests and post-tests with qualitative insights from semi-structured interviews. The findings indicate that MT can improve students’ grammatical accuracy, vocabulary range, and writing fluency by providing linguistic scaffolding and examples of correct language use. However, excessive dependence on MT may limit learners’ creativity and ability to apply grammatical rules independently. The results suggest that MT is most effective when used as a supplementary aid under proper instructional guidance. The study concludes that integrating MT into English learning for non-language majors can enhance both linguistic competence and digital literacy, provided that students are trained to use the technology critically and responsibly