Language learners must use language dictionaries while learning a new language, and language classes are not devoid of these dictionaries (whether they are paper or digital). This study aims to describe the use of Google Translator by King Abdulaziz
University international students to translate from and into Arabic. It also discusses the most prominent problems and obstacles and methods of dealing with them. An exploratory sequential approach was adopted in the research methodology. Quantitative data was collected first, then explained with qualitative data. The study showed that most of its participants depend on Google Translator in one way or another. Despite their low confidence in its translation, most of them use it as a dictionary. All of them are aware of the shortcomings of Google Translator, and each of them has a different strategy in dealing with that shortcoming. Their strategies are discussed in the folds of this study. On the other hand, students use Google Translator to develop their language skills (such as reading) and rarely use it to develop listening and speaking skills due to the limited performance of Google Translator in the Arabic language.

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