Considering the possibilities and limitations of online resources for teaching Spanish as a Foreign Language, students can use digital tools such as e-dictionaries or artificial intelligence to improve vocabulary and writing skills. Although the use of these tools presents a challenge and requires the establishment of new usage norms, this exploratory study examines the perception of 539 university students of Spanish regarding Google Translate and seeks to determine which aspects of language learning it helps them with the most. By applying a qualitative methodology through surveys administered to groups of university students from different continents, including Europe, the United States, Africa, and Asia, we will present results, establish relationships, and make proposals for the use of these tools in order to implement them in Spanish language teaching. A 21-item questionnaire was employed as the main research instrument. The accessibility and convenience of Google Translate were highlighted as major advantages, enabling students to quickly access translations whenever needed. Google Translate's usefulness for vocabulary expansion, assistance in completing language tasks, and support in improving pronunciation were also emphasized.This study contributes to curriculum adaptation by considering students' needs and perspectives. However, it is crucial to compare student perceptions with those of teachers and other studies to gain a comprehensive understanding. Additionally, further research should involve more in-depth interviews and explore the diverse didactic possibilities offered by Google Translate. Google Translate can be a valuable resource when used judiciously, helping and enhancing certain aspects of language learning. Nevertheless, it is crucial to balance its use with the development of other language skills and promote critical thinking in the interpretation of its translations. By incorporating Google Translate effectively into language teaching practices, educators can harness the potential of technology to support and enrich students' language learning experiences.

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Abstract Summary
Considering the possibilities and limitations of online resources for teaching Spanish as a Foreign Language, students can use digital tools such as e-dictionaries and artificial intelligence to improve vocabulary and writing skills. Although the use of these tools presents a challenge and requires the establishment of new usage norms, this exploratory study examines the perception of 539 university students of Spanish regarding Google Translate and seeks to determine which aspects of language learning it helps them with the most. Qualitative methodology has been applied through surveys to students from four different continents. Results highlighted the accessibility and convenience of Google Translate as major advantages, enabling students to quickly access translations whenever needed. Moreover, students recognize Google Translate's usefulness for vocabulary expansion, assistance in completing language tasks, and support in improving pronunciation were also emphasized.

Authors:
Dolores Barbazán, Columbia University, United States
Sandra Iglesia-Martín, Universitat Rovira i Virgili, Spain
Isabel Gibert, Universitat Rovira i Virgili, Spain

About the Presenter(s)
Dr Isabel Gibert is a University Assistant Professor/Lecturer at Universitat Rovira i Virgili in Spain

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