<![CDATA[The effect of machine translation (MT) on high school students’ acquisition of the English language is investigated in this study. Data were collected using a mix of open-ended questions and questionnaires to investigate the ways in which MT affects speaking, writing, reading comprehension, and vocabulary development. According to the findings, 32% of students often use MT programs like Google Translate to help them in writing, reading, vocabulary, and assignments. It has been discovered that MT improves vocabulary acquisition, especially in academic settings, and facilitates students' comprehension of difficult language. However, 46.7% of students claimed that MT enhanced their reading comprehension, whereas 16.7% experienced translation mistakes, especially with common phrases and difficult language, raising questions about its accuracy. 41.9% students used MT for word choice and sentence construction in writing, while its impact on speaking was less pronounced (45.2%). These results are consistent with Technology Acceptance Model and Cognitive Learning Theory, indicating that although MT as useful tool for language learning, it should be used in compare with other tools to cover its disadvantages. Everything being considered, MT is a useful tool for enhancing vocabulary and understanding; but it cannot take the place of active speaking practice.]]>
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