In recent years, marked gains in the accuracy of machine translation (MT) outputs have greatly increased its viability as a tool to support the efforts of English as a foreign language (EFL) students to write in English. This study examines error corrections made by 58 Korean university students by comparing their original L2 texts to that of MT outputs. Based on the results of the error analysis, the error types were categorized into 12 categories. Students were divided into three distinctive groups to determine differences among them according to the frequency of errors in their writing. The t-test results reveal that the numbers of errors significantly decreased in the revised versions for most of the error types among all groups. The results of the regression analysis also reveal a positive correlation relationship between the number of changes and the reduction of errors. However, the results also indicate that although all groups made error corrections at similar rates, students who less frequently committed errors in their L2 texts (higher language proficiency groups) generally tended to correct a higher proportion of errors. Based on the findings, pedagogical implications are discussed regarding how EFL teachers can effectively incorporate MT into the classroom.

中文翻译：

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机器翻译在韩国大学生学术写作修改过程中的中介作用

近年来，机器翻译 (MT) 输出的准确性显着提高，大大提高了其作为支持英语作为外语 (EFL) 学生用英语写作的工具的可行性。本研究通过将 58 名韩国大学生的原始 L2 文本与 MT 输出的文本进行比较，检查了他们的纠错情况。根据错误分析的结果，错误类型分为 12 类。学生被分成三个不同的组，根据他们写作中的错误频率来确定他们之间的差异。这吨-测试结果显示，所有组中大多数错误类型的修订版本的错误数量显着减少。回归分析的结果还揭示了变化的数量与错误减少之间的正相关关系。然而，结果还表明，尽管所有组的纠错率相似，但在第二语言课文中犯错频率较低的学生（语言能力较高的组）通常倾向于纠正更高比例的错误。根据研究结果，讨论了有关外语教师如何有效地将机器翻译融入课堂的教学意义。