Traductores automáticos en la educación secundaria: perspectivas y estrategias para la enseñanza del francés

Abstract

This study investigates the impact of online translators on French language teaching in secondary education. Online translators, known for their accessibility and ability to provide instant translations, have become popular tools among students. However, their frequent use poses both opportunities and challenges. They facilitate vocabulary learning and grammatical error correction, yet may lead to over-reliance, hindering the development of independent linguistic skills. This research aims to analyze how online translators affect the acquisition of French language skills among secondary students by examining their usage patterns, perceptions, and attitudes. The study also explores teachers' opinions on the use of online translators in the classroom and develops pedagogical strategies to integrate these tools effectively, promoting critical and reflective use. Additionally, the study evaluates the results of a pilot program that integrates online translators into French teaching. Findings reveal that while online translators are valuable for immediate linguistic assistance, their improper use can result in persistent errors and superficial language understanding. Therefore, it is essential to provide students with proper training on the critical use of these tools to maximize educational benefits and minimize potential drawbacks, ensuring that students develop both linguistic competence and critical thinking skills.