There has been growing evidence in recent years that L2 learners are increasingly using various online machine translation (OMT) applications. While advanced technologies have improved the accuracy of machine translated texts, many language teachers are still sceptical about their pedagogical value. Recently, many L2 researchers have shown interest in investigating the affordances of OMT in language learning. This study initially examined the role of OMT in L2 learning and whether L2 learners would value and/or trust OMT output. The study also investigated the extent to which vocabulary learning can accrue from integrating OMT in a translation course and whether the quality of self-translated texts would improve as a result. A total of 128 participants attending a core translation course took part in this study. The study involved the use of a pre-post vocabulary test, a pre-post translation test, vocabulary uptake sheets (VUSs), a questionnaire, self-translated and machine-translated tasks. The major findings indicated perceptions of its positive role in enhancing L2 learning. The study also found evidence of vocabulary enhancement and a slight improvement in self-translated text quality. The affordances and limitations of OMT for L2 teaching and learning are discussed.