For today’s digital native students, digital translation tools appear to be the most favoured help tools in language classes. The day of the paper dictionary has gone and this is being followed closely by online dictionaries and thesauruses. The purpose of this research is to contribute to the knowledge concerning the role digital translation tools have in the teaching and learning of English at secondary school level. Specifically, it looks at the use of digital translation tools, the possibilities and challenges they present both in and outside of the classroom, and what way teachers perceive their impact to be on English language learning outcomes. Perceptions were gathered from eight English teachers during recorded, semi-structured interviews, both group and individual. These were transcribed then analysed using a thematic analysis. The analysis and results highlight a growing concern that students are using digital translation tools in the lower grades and many appear to lack confidence in their language abilities. Furthermore, it is clear that teachers see the use of digital translation tools as one means of help, not the only means, and that it is important to test students’ knowledge by regulating the use of these tools from time to time. Teachers have mixed opinions concerning the general standard of English being affected by the use of digital translation tools. This study has also raised the question of the possibility of a growing dependency on digital translation tools among students in lower grades, an area needing more research.

Private deck of cards created during six-month survey and documentation of daily experiences. The package contains 49 cards and it is inspired by a set of 78 tarot cards. Text content - reverse side of the card was created using diary notes. Face side of the card was chosen as a representation of processes taking place usually in days when the card was read.