The Downside of Dependence: Examining the Limitations of Machine Translation Apps in English-Based Subjects for Non-Anglophone Students

Abstract

In Libya’s educational context, where English remains a challenging language of instruction, machine translation (MT) tools have become indispensable for navigating complex coursework and specialized terminology. This study explores the use of MT applications among 200 university students enrolled in English-medium medical and engineering programs across 10 Libyan universities. An adapted questionnaire was utilized to collect the data for the study. The data of the current study was analyzed by Google Form.

The findings of the present study reveal a significant dependency on translation technology, primarily motivated by convenience and limited access to alternative language resources. However, this reliance carries notable risks: a large majority of students reported misunderstandings due to inaccurate translations, particularly in technical fields where precision is critical. Furthermore, a significant majority acknowledged that frequent MT use discourages the deeper cognitive engagement needed to develop true language proficiency. While many students found MT helpful for pronunciation practice, such benefits may mask embedded errors (Clarke et al., 2001).

Notably, many participants demonstrated limited awareness of MT’s limitations, underscoring the need for structured institutional support. The study concludes by advocating for a balanced approach, one that combines MT tools with targeted language instruction, to mitigate academic risks while harnessing technology’s utility.