Abstract
This pedagogic research explores the use of online translators by language students in online language assessments. Drawing on research findings on the current use of online translators for educational and communicative purposes, we have investigated their use in summative assessments in the online language teaching and learning context. Variables such as type of assessment (i.e. based on oral or written production or a mix of skills, including translation), language being studied, language level, and plagiarism detection system were cross-referenced to scrutinize the perceived impact that this tool has on online language learning assessment, the possible reasons behind, the most affected language levels/language learners and assessment types, and, ultimately, the pedagogical implications this may have for the future of language learning and teaching beyond the class. Finally, some reflections follow on how to improve practice on online language assessment, and also on the pedagogical value of online machine translation tools.
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