This action research was prompted by the question “Does using Google Translate improve students’ writing?” When implemented according to guidelines from previous research, students produced writing with fewer syntactic and semantic errors. Data was collected through student work samples, classroom observations, and a questionnaire. Three themes arose through data analysis: that students found value in Google Translate, that one instance of instruction was not sufficient for all students to acquire necessary strategies, and that students’ lack of familiarity with both Google Translate and the Spanish language hampered their success. These findings demonstrate the importance of providing teachers and students with instruction on Google Translate, as well as the need for further research on the effects of translators on vocabulary acquisition
