Digital translation tools such as Google Translate, DeepL and LEO are now a part of everyday life in foreign-language teaching. A study carried out by the Institute of Multilingualism shows that online dictionaries support vocabulary acquisition and formal accuracy in texts, but have little influence on syntactic complexity.

The research project investigated the use of digital media in foreign-language teaching from multiple perspectives. It focused on vocational schools that offer the Swiss federal vocational baccalaureate programme, examining how students and teachers use digital tools and what added value they attribute to them. In addition to a survey, three empirical studies were conducted, analysing:

– the impact of digital translation tools and online dictionaries on the quality of foreign-language texts,
– the effect of online dictionaries on incidental vocabulary learning
–the influence of digital and paper flashcards on intentional vocabulary learning.

Online dictionaries increase vocabulary and text accuracy
The findings of a study by Isabelle Udry and Raphael Berthele from the University of Fribourg show that the usefulness of online dictionaries depends on the learning outcome: they support incidental vocabulary learning and improve the accuracy of foreign-language texts, while syntactical complexity remains largely unaffected. When students intentionally learn vocabulary with flashcards, the medium– digital or paper – appears to make little difference.

Translation tools: critical reflection necessary for sensible use
Digital translation programmes can take over certain linguistic tasks, especially in written communication; examples include drafting or editing texts, as well as preparing presentations or speeches. However, the limitations of such programmes quickly become apparent in spontaneous oral interaction and in the development of intercultural competence. For this reason, the ability to critically evaluate and contextualise the output of digital translation tools is essential. This requires basic linguistic and metalinguistic knowledge. The researchers therefore advocate careful and purposeful integration of digital translation tools into the classroom along with the development of effective instructional designs.

Practical handouts for teachers
A supplementary handout is available to support teachers in developing their students’ vocabulary. It addresses questions such as how many words should be introduced per lesson, how vocabulary is retained and retrieved and how new vocabulary can be taught in a sustainable way. The handout is currently available in English. Versions for German and French are in development.

The Institute of Multilingualism is an independent research institute of the University of Fribourg. Researchers from the areas of linguistics, psycholinguistics, sociolinguistics as well as language teaching and language learning carry out basic and applied research; they study multilingualism in society, school and the fields of work and politics, collaborating closely with national and international partners.

The study and the handout were prepared as part of the 2021–2024 research programme of the Research Centre on Multilingualism. They were funded by the Swiss Federal Office of Culture.

Information about the study
Research report
Handout for teachers
Project website