This phenomenological study explores the experiences of machine translation (MT) use among Chinese undergraduates in a Chinese-foreign, English medium instruction (EMI), joint degree program in southern China. Advancements in MT technology have raised questions about its application in academic settings, particularly in foreign and second language learning. Educators express concerns over potential misuse for cheating and its potential impact on language development, despite acknowledging it may also offer some benefits for language learners depending on the setting and the students' level of L2 proficiency. Using translanguaging as a theoretical framework, this study aims to shed light on these concerns by exploring the students' experiences with MT in an academic context. Participants included second-year undergraduate students enrolled in an Introduction to Literature course. Primary data collection involved multiple in-depth interviews with five students. Additional data were gathered through pre- and post-study surveys from students in all three sections of the focal course, student reflections on mutually agreed-upon MT use guidelines, and classroom observations. Quantitative survey results provided supporting data to this qualitative study to aid the exploration and interpretation of the students' nuanced perspectives and practices surrounding MT use. Findings reveal a complex landscape of conflicting perspectives and practical, critical, and strategic MT use among the students. Further findings suggest that openly discussing and integrating MT into classroom practices may affect students' ethical considerations of its use. Moreover, acknowledging students' varied and often conflicting perspectives on MT, educators in EMI programs might better understand how to encourage students to use MT as a translanguaging tool. Recognizing and valuing the inventive ways students adapt MT for their learning needs can help teachers see these strategic practices as assets to be cultivated rather than behaviors to be curbed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]