Multilingual Learners and Automatic Translation Tools: A Field Study of Classroom Use

Authors

  • Anne-Lise Grimeland Department of Language Education, Sunnfjord Institute of Learning Technologies, Floro, Norway Author
  • Heidi-Anna Lehner-Amm Centre for Inclusive Education, Oberaargau Institute of Learning Technologies, Langenthal, Switzerland Author
  • Bertram-J Bruckmayr Department of Secondary Education, Steirische Eisenstrasse Institute of Learning Technologies, Eisenerz, Austria Author

DOI:

https://doi.org/10.5281/zenodo.22694908

Keywords:

Multilingual Learners and Automatic Translation Tools; Educational technology; E-learning; Evidence synthesis; Research methodology

Abstract

There is real interest in multilingual learners and automatic translation tools right now, and real uncertainty about exactly where
it delivers the most value. We pull together the current evidence for multilingual learners and automatic translation tools,
covering the methodological, practical, regulatory and cost angles, with an eye on where practice has genuinely settled and where
researchers and reviewers are still largely working it out for themselves. Selective, context-specific pursuit looks better supported
by the evidence gathered here than either broad rollout or blanket avoidance.

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Hendriksen W, Wojcik H, et al. "Multilingual Learners and Automatic Translation Tools: a meta-analysis". Learning, Media and Technology 42(2017): 487-494. DOI: 10.3389/fdgth.2026.1896184

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Published

2026-08-17

Issue

Vol. 5 No. 2 (2026): vol 5 issue 2 2026

Section

Articles

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