DOI: https://doi.org/10.36347/sjahss.2026.v14i05.002

Pages: 194-199

Grounded in an ecological perspective, this study examined the affordances that Chinese EFL students realized when they used Google translate (GT) in their EFL writing. The data were collected from a general survey and a series of stimulated recalls. Through the analysis of the survey, GT use was found to possess multiple potential learning opportunities that the participants claimed to have realized as affordances. A close look at the stimulated recalls revealed that these reported affordances had been leveraged differently among the case-study participants of varying EFL proficiency. The results shed light on how EFL teachers can make better use of GT to help students improve their EFL writing.