Successful writing in a foreign language for specific purposes requires a combination of linguistic, professional, and genre knowledge. Machine translation tools can help address linguistic challenges, but they cannot replace understanding of context or discursive practices. This study examines the use of machine translation tools in writing in German as a foreign language for specific purposes within Slovenian higher education. Data were collected through a focus group with undergraduate students of economics and business at the University of Ljubljana and the University of Maribor. The findings show that students use these tools pragmatically, valuing their accessibility and speed, while also noting the need for critical evaluation of outputs due to frequent inaccuracies. Differences between secondary and higher education approaches to machine translation use point to the need to update teaching practices. Accordingly, the article seeks to stimulate discussion on the opportunities and challenges of integrating machine translation tools into the learning process.
|
