| 總結: | Machine translation (MT) is widely used in second or foreign language learning and is one of the most used language learning applications among tertiary learners. However, problems arise when learners are unable to utilise machine translation effectively, necessitating important instructor guidance. The present study aimed to explore university instructors’ beliefs about learners' use of machine translation in second or foreign language writing tasks and assessments and to investigate the extent to which teaching strategies and assessments are adapted in view of its widespread use. Quantitative and qualitative data were collected from 127 instructors at an institution of higher learning via questionnaire and semi-structured interview. Findings revealed that instructors concur with the use of machine translation as a useful auxiliary learning tool, as long as it is used with care and caution within clear guidelines and framework. Although the instructors have also made some adjustments to their teaching, their coping mechanisms are not sustainable owing to lack of clear guidelines on the use of machine translation in language learning. It is suggested that learner guidance and clear institutional guidelines be provided for optimal use of machine translation in language learning. © 2025 ACADEMY PUBLICATION.
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