The aim of this study was to examine the use of digital translation tools by near-beginner adolescent foreign language learners and their beliefs about the potential of these tools for language learning. A group of 15 participants, aged 13 and 14, enrolled in a German language course at a language studio, completed a writing task using the Google Translate and Glosbe tools. Semi-structured interviews provided insight into their usage of these tools and revealed contrasting beliefs. Some learners, in favor of using digital translation tools in language classes, argued that the tools facilitated communication and helped them acquire new vocabulary, conjugation patterns, and syntax. In contrast, others expressed that they had learned little, were critical of translating entire texts, and were concerned about becoming dependent on the tools and developing a false sense of competence. The lack of reflexivity and the challenges faced by some students underscore the importance of providing guidance and support to learners at this stage when using digital translation tools.
This paper provides a concise overview of Agile and DevOps methodologies in software engineering. It aims to introduce readers to the fundamental principles of Agile and DevOps, accompanied by brief descriptions and practical examples. The advantages and disadvantages of each methodology are discussed, followed by a comparative analysis highlighting key differences. Understanding these methodologies is crucial in today’s IT landscape, as they are commonly employed in various organizations, impacting project management, team collaboration, and product delivery. This paper serves as a valuable resource for individuals seeking a basic understanding of Agile and DevOps methodologies in software engineering.
The aim of this study was to examine the use of digital translation tools by near-beginner adolescent foreign language learners and their beliefs about the potential of these tools for language learning. A group of 15 participants, aged 13 and 14, enrolled in a German language course at a language studio, completed a writing task using the Google Translate and Glosbe tools. Semi-structured interviews provided insight into their usage of these tools and revealed contrasting beliefs. Some learners, in favor of using digital translation tools in language classes, argued that the tools facilitated communication and helped them acquire new vocabulary, conjugation patterns, and syntax. In contrast, others expressed that they had learned little, were critical of translating entire texts, and were concerned about becoming dependent on the tools and developing a false sense of competence. The lack of reflexivity and the challenges faced by some students underscore the importance of providing guidance and support to learners at this stage when using digital translation tools.
