An Analysis of English Reading Comprehension and Reading Strategies Through Google Translator of Loei Rajabhat University Students

Abstract

This research aims to analyze how much the basic-proficient students can comprehend the reading passage by using Google translator and to investigate reading strategies while they use Google Translator translated from English to Thai.The subject comprised 50 Loei Rajabhat University students who were selected by using purposive sampling technique scored at the basic proficiency in English.The research instruments were the reading test before using Google Translator and the same test after using Google translator,the two parts of questionnaire–-general information and strategies used according to Anderson’s principles(1991). After obtaining the data,mean of the scores was compared by the T-Test.For the questionnaire of reading strategies,SPSS windows were used to compute frequency,percentage,mean,standard deviation and some other descriptive statistic tasks.The results of this research were revealed as follows;Firstly,from the translation of Google translator,the students are able to access the lexical meaning and understand the whole passage at basic level.The level of the comprehension is increased after using Google translator at the T. value of 7.765 and the means before using is 1.52 and after using Google translator is 3.52.In addition,with the use of Google translator,the students can comprehend the passage at the level of literal comprehension according to Smith’s Reading Comprehension level (1988) and at the level of translation level according to Burmeiste’s (1974).Secondly,it shows that the students mainly “sometimes” use reading strategies in the step of supervision, support supervision,paraphrase, maintenance strategies of textual coherence,schema-oriented strategies and program usage strategies while using Google translator.



Author Information
Pugpimon Kumnoed, Loei Rajabhat University, Thailand

Paper Information
Conference: ACLL2018
Stream: Learning Strategies

This paper is part of the ACLL2018 Conference Proceedings (View)
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