This article reports the results of an empirical study designed to determine the degree to which college instructors of Spanish can distinguish between machine translation (MT) and non-MT writing samples produced by second language (L2) learners of Spanish in an intermediate-level writing course. We also investigated relationships between detection accuracy rates, instructor teaching experience, and text type (narrative or argumentative), as well as signs instructors consider indicators of both kinds of writing. Results demonstrated that instructors were able to distinguish MT from non-MT writing with a high degree of accuracy by relying on a broad array of indicators. However, neither text type difference nor instructor experience related significantly to detection ability. These findings have practical implications for the L2 classroom with regard to instructor response to MT use and the integration of MT tools to support L2 writing development.

中文翻译：

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对我来说就像谷歌：教师检测第二语言西班牙语写作中机器翻译的能力

本文报告了一项实证研究的结果，旨在确定西班牙语大学教师在中级写作中区分机器翻译 (MT) 和西班牙语第二语言 (L2) 学习者生成的非 MT 写作样本的程度课程。我们还调查了检测准确率、教师教学经验和文本类型（叙述性或论证性）之间的关系，以及教师考虑两种写作指标的标志。结果表明，教师能够通过一系列广泛的指标，高精度地区分机器翻译和非机器翻译写作。然而，文本类型差异和教师经验都与检测能力没有显着相关。