Abstract:

The purpose of this paper is to look at ways of cheating that can be created by the technological environment for students in foreign languages, as well as in Translation Studies. Cheating can occur by using Google Translate for short sentences or for a longer text. The issue is, however, that the students may not be able to work hard enough so as to intervene to correct. For languages with another alphabet, such as Japanese, students can use sites to convert the script into Romaji or the other way round. The issue here is that they may not put an effort into memorizing the Japanese scripts and be able to recognize them when on their own. Another, more recent, threat is posed by them possibly using Chat GPT to write essays in their place. Yet, threats to cheating had always been around, e.g. asking a friend to do their homework for them in real life. Now, though, students have the possibility to ask other people using the internet connection to help them with homework. One solution could be to ask students to respond on the spot in order to be sure that they have actually studied. Another solution would be to find critical thinking and motivating types of homework for the students.

Keywords:

Assessment, motivation, critical thinking, Google Translate, Chat GPT.