A Case Study of the ICT-Aided Blended Teaching Model for Consecutive Interpreting Courses in the Digital Age

Abstract

Virtual learning empowered by ICT (information and communication technology) burgeoned amid the Covid-19 pandemic and became a powerful weapon for a transition from the traditional teaching model to the blended one in the digital age. This paper presents and evaluates the application of the ICT-aided blended teaching model based on Flipped Classroom for consecutive interpreting courses in two classes of 70 students, which features digitalized teaching and big data analysis enabled by the ICT-powered online teaching platform Chaoxing. Both quantitative and qualitative data were collected from the students' learning records and an online questionnaire. The findings showed that the ICT-aided blended model, compared with the traditional one, was preferred among the students and effective in improving their autonomous learning ability and practical interpreting skills. Teaching implications were drawn to optimize the effect of the blended model.