earticle

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This paper explores the use of machine translation in English reading comprehension classes, focusing on how it can be effectively integrated. It compares students’ translations, machine translations, and post-editing results for English-Korean translation, analyzing errors in each. Fourteen students were asked to translate materials without machine translation (students’ translation), and then to correct errors in machine translations (post-editing). The results show that machine translation and post-editing were more efficient and accurate than students’ translations, indicating that machine translation can be a valuable tool in these classes. However, the study also highlights the need to improve students' basic knowledge of English vocabulary and syntax to better identify and correct machine translation errors. A survey showed that participants viewed machine translation as accurate, useful, and helpful, with a positive outlook on its future use in classes. The paper suggests that machine translation has potential for enhancing English reading instruction, given proper guidance and preparation.