Investigating Students’ Experience In Using Deepl To Translate Descriptive Text In Critical Reading Class : A Narrative Inquiry

Nisa', Karimatun (2026) Investigating Students’ Experience In Using Deepl To Translate Descriptive Text In Critical Reading Class : A Narrative Inquiry. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Advances in digital technology have led to the increasingly widespread use of machine translation in the teaching of English as a foreign language (EFL). One widely used machine translation tool is DeepL, which is known for producing more natural and context-sensitive translations. However, there is still limited research exploring students’ experiences with using DeepL as part of the process of learning to translate texts. This study investigates students’ experiences in using DeepL as a machine translation tool in translating descriptive texts. This study employed a qualitative approach with a narrative design to explore students’ experiences in the context of English as a Foreign Language (EFL) learning. Data were collected through interviews and self-reflection sheets. The findings show that students were introduced to DeepL through social media as well as academic settings. In practice, students applied various strategies, such as translating texts paragraph by paragraph and drafting in Indonesian before refining their work in English. In addition, students recognized the advantages of DeepL in saving time and helping them understand grammar, vocabulary, and sentence context. However, several challenges were identified, including the tendency to become dependent on the tool. Despite these challenges, students also demonstrated an understanding that translation is not always literal and requires contextual interpretation. Overall, the use of DeepL as a machine translation tool can support students’ learning process and enhance their language awareness, as long as it is used appropriately and not excessively.

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