PERCEIVED CHALLENGES IN USING ACADEMIC VOCABULARY AND FORMAL LANGUAGE IN EFL WRITING
Keywords:
formal, academic, vocabularyAbstract
This research aims to investigate the preferences of fifth-semester students at UIN Raden Intan Lampung in using online translators, focusing on the types of online translation tools they use, their reasons for using them, and the frequency of use. As the use of online translators becomes more prevalent among university students, understanding their usage patterns can provide insights into how students rely on such tools in academic contexts, particularly in English as a Foreign Language (EFL) learning environments. A descriptive quantitative method was employed, and data were gathered through a questionnaire distributed to 30 fifth-semester students of the English Education Study Program. The questionnaire comprised multiple-choice and open-ended questions designed to collect detailed information regarding students’ translation habits. The data were analyzed using percentage analysis to determine the most preferred online translators and the underlying motivations for their use. The findings revealed that Google Translate is the most commonly used translation tool among students, followed by tools like DeepL and Bing Translator. Most students reported using online translators for academic purposes such as translating texts, completing assignments, and understanding English materials. The main reasons for using online translators included convenience, speed, and ease of access. The study also found that a majority of students use these tools frequently, indicating a strong reliance on them in their academic work. These results highlight the significant role online translators play in supporting language learning at the tertiary level.
Downloads
References
Chubaryan, A., & Vardanyan, M. (2023). Lexical Errors in Second Language Academic Writing. Armenian Folia Anglistika, 19(1 (27)), 095–104. https://doi.org/10.46991/afa/2023.19.1.095
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications.
Iñiguez, J. J. S., & Pacheco, F. D. R. (2022). Developing Academic Writing Skills in EFL University Students Through Haiku Composition. Revista Electrónica Educare, 26(1), 1–17. https://doi.org/10.15359/ree.26-1.11
Loo, D. B. (2021). The Language Ecology of Graduate Students: An Exploration Through Vocabulary Contribution. Issues in Language Studies, 10(2), 65–82. https://doi.org/10.33736/ils.3903.2021
Masrai, A., El‐Dakhs, D. A. S., & Yahya, N. (2022). What Predicts Academic Achievement in EMI Courses? Focus on Vocabulary Knowledge and Self-Perceptions of L2 Skills. Sage Open, 12(2). https://doi.org/10.1177/21582440221101044
Masrai, A., Milton, J., El‐Dakhs, D. A. S., & Elmenshawy, H. M. (2021). Measuring the Contribution of Specialist Vocabulary Knowledge to Academic Achievement: Disentangling Effects of Multiple Types of Word Knowledge. Asian-Pacific Journal of Second and Foreign Language Education, 6(1). https://doi.org/10.1186/s40862-021-00114-5
Neubauer, B. E., Witkop, C., & Varpio, L. (2019). How Phenomenology Can Help Us Learn From the Experiences of Others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
Rhubido, D., Shodiq, S., & Asteria, P. V. (2023). Creating Indonesian Academic Vocabulary by Using the Ant Word Profiler Program to Academic Writing for BIPA Learning. Satwika Kajian Ilmu Budaya Dan Perubahan Sosial, 9(2), 623–637. https://doi.org/10.22219/kembara.v9i2.22097
Romadhon, M. G. E., Mustofa, M., Elfiyanto, S., & Rifyani, A. J. (2023). Returning to the Classroom: A Narrative Inquiry Into the Challenges and Coping Strategies of an EFL Teacher Resuming After Hiatus. Veles Voice of English Language Education Society, 7(3), 627–639. https://doi.org/10.29408/veles.v7i3.24066
Sulaiman, N. A., & Salehuddin, K. (2022). The Effects of Input Enhancement on Incidental Academic Word Learning. Pertanika Journal of Social Sciences and Humanities, 30(3), 1245–1262. https://doi.org/10.47836/pjssh.30.3.17
Tabuena, A. C., Hilario, Y. M. C., & Buenaflor, M. P. (2021). Overview and Exemplar Components of the Research Methodology on the Research Writing Process for Senior High School Students. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3802722
TÜFEKÇİOĞLU, B. (2021). Analysis of Pedagogical Texts Prepared for Academic Turkish as a Foreign Language in Terms of Academic Vocabulary. Dil Eğitimi Ve Araştırmaları Dergisi, 7(2), 405–425. https://doi.org/10.31464/jlere.983626
Ubaidillah, M. F., & Widiati, U. (2022). Identity Construction and Classroom Participation of an Indonesian Graduate Student in an Australian University. Jeels (Journal of English Education and Linguistics Studies), 8(1), 147–174. https://doi.org/10.30762/jeels.v8i1.226
Uccelli, P., Galloway, E. P., Barr, C. D., Meneses, A., & Dobbs, C. L. (2015). Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension. Reading Research Quarterly, 50(3), 337–356. https://doi.org/10.1002/rrq.104
Wijaya, K. F. (2022). Investigating Indonesian Efl Teachers’ Perceptions on Their Self-Efficacy. Eternal (English Teaching Learning and Research Journal), 8(1), 1–17. https://doi.org/10.24252/eternal.v81.2022.a1
Xodabande, I., Torabzadeh, S., Ghafouri, M., & Emadi, A. (2022). Academic Vocabulary in Applied Linguistics Research Articles: A Corpus-Based Study. Journal of Language and Education, 8(2), 154–164. https://doi.org/10.17323/jle.2022.13420
Zhang, D., & Yang, X. (2016). Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension. Foreign Language Annals, 49(4), 699–715. https://doi.org/10.1111/flan.12225
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Iis Sujarwati, Winia Waziana (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
