ROLE OF AI-POWERED TRANSLATION APPS IN CROSS-LINGUISTIC COMMUNICATION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU STATE

This study investigated the role of AI-powered translation apps in cross-linguistic communication among senior secondary school students in Enugu State, Nigeria. Guided by the Technology Acceptance Model (TAM), the study adopted a descriptive survey design with a sample of 250 students drawn from Godfrey Okoye University Secondary School, College of Immaculate Conception, and St. Patrick Secondary School, Emene. Data were collected using a structured questionnaire and analyzed with mean and standard deviation, using 2.5 as the decision benchmark. Findings revealed that students moderately use AI-powered translation apps, particularly for group assignments and peer communication across diverse linguistic backgrounds. Results further showed that the apps enhance academic collaboration, inclusivity, and peer interaction, though challenges such as cultural inaccuracy, overreliance, and poor internet access persist. Empirical evidence from related studies affirmed that AI translation tools foster communication but require balanced use alongside language learning. The study concludes that AI-powered translation apps have significant potential in promoting inclusivity and effective communication in multilingual classrooms. Educational implications include training students on responsible use, while recommendations were made for policymakers, administrators, teachers, parents, and developers to strengthen the integration of translation technologies in schools.