Examining Students’ Perceptions of Computer-Assisted Interpreter Training

Lim, Lily

doi:10.1080/13556509.2013.10798844

Cited by 15 publications

(7 citation statements)

References 5 publications

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“…In recent years, computer-assisted training has also been adopted to support learning in interpreter training (e.g., Secară et al 2009;Moser-Mercer et al 2005;Lim 2013;Lim 2014;Sandrelli 2015) and this can be incorporated in the provision of feedback. As traditional ways of teaching and learning are complemented by technology-enhanced interactions or computer-mediated feedback with the development of information technology, it would be worthwhile to examine how computermediated feedback differs from face-to-face interactions and how interpreter trainers can ensure the former effectively reinforces learning.…”

Section: Discussionmentioning

confidence: 99%

Feedback on feedback: Guiding student interpreter performance

Lee

2018

Trans-Int

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Feedback is an essential part of all types of teaching and learning and interpreter training is no exception. This paper examines the theoretical and practical aspects of the feedback that student interpreters receive and give according to a questionnaire-based online survey of fifty-eight students enrolled at a conference interpreter training programme in Seoul. The results indicate that the participants generally appreciate the feedback generated by teachers and peer interaction. However, they value and trust teacher feedback far more than peer feedback, considering it more comprehensive, authoritative and hence most effective. The data analysis also reveals that students seek teacher attention and support relating to both academic and emotional needs. The findings indicate that teachers need to facilitate students' learning through feedback, and that feedback is a complex task which requires further scholarly attention.

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Section: Discussionmentioning

confidence: 99%

Feedback on feedback: Guiding student interpreter performance

Lee

2018

Trans-Int

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“…Technology-assisted environments provide a productive working platform for interpreter training programs by combining multimedia elements with online resources to create a more authentic setting for interpreting practice (Lim, 2013). In the present study, the performance of interpreter trainees in two experimental groups (e.g., CAPT and BPI, see Section 1.2) was compared against the performance of students in a control group.…”

Section: The Importance Of Listening Comprehension For Interpretingmentioning

confidence: 99%

The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter?

Yenkimaleki

Heuven

Moradimokhles

2021

Computer Assisted Language Learning

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In the present study, three groups of interpreter trainees were formed, two experimental groups, i.e., blended prosody instruction (BPI) and computer-assisted prosody training (CAPT), and one control group (CON). In this experiment the participants took part in a four-week teaching program for 16 sessions (60 minutes per session), i.e., 16 hours in all. The participants were native Persian speakers who studied English interpreting at the BA level in Iran. The control group listened to authentic audio tracks or watched authentic English movies, discussed their contents, and did exercises based on these tasks for developing listening comprehension skills during the full 16 hours. The CAPT group spent one-third of the time (320 minutes) instead on prosody training using Accent Master Software. The BPI group did this for only 160 minutes but spent the other 160 minutes on theoretical explanations of prosody, and did practical exercises with prosodic structures supervised by an expert human instructor. Students then took a posttest in listening comprehension skills. The results revealed that the BPI group outperformed the other groups in developing listening comprehension skills. This conclusion may have pedagogical implications for interpreter training programs, foreign language instructors, and interpreting practitioners.

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“…Yan et al (2018) review demonstrates that the theme of "technology and training" was the third-largest category under the major theme of "teaching", which accounted for 64% of the studies reviewed. Based on Berber-Irabien's (Berber-Irabien, 2010) While it is observed that more research on CAIT is needed, the majority of previous studies have generally demonstrated that the integration of CAIT in the interpreting curriculum can provide numerous advantages, such as arousing students' motivation (Şahin, 2013), enhancing learning effectiveness (Ko, 2008), facilitating active learning (Tymczy nska, 2009), advancing students' cognitive load (Donovan, 2006), creating opportunities for autonomous practice (Sandrelli, 2005), providing greater efficiency (Lim, 2013), improving their professional competence (Tikhonova & Tereshkova, 2014) and helping students address the fast-paced changes of the market (Xu, 2015).…”

Section: Computer-assisted Interpreter Training (Cait)mentioning

confidence: 99%

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

Chan

2023

Computer Assisted Learning

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Background This research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID‐19 pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of technology in interpreter education. Objectives This research aims to develop a mobile‐based VR application for bi‐directional English‐Chinese and Chinese‐English interpreting learning named ‘Virtual Interpreting Practice’ (VIP) based on an interpreting competence model and to investigate its impact on students' self‐rated language and interpreting proficiency levels as well as their declarative knowledge and operative skills as reflected in different interpreting modes (sight and consecutive) and language directions (English‐Chinese and Chinese‐English). The VIP app contains learning resources, including 13 learning modules covering both interpreting modes, practical topics and contexts, video lectures and demonstrations, fully immersive VR and non‐VR practice, glossary lists, source texts, translated texts and an online feedback platform. Methods Thirty‐one native Chinese‐speaking English as a second/foreign (ESL/EFL) undergraduate students used the app for self‐directed learning. The data were collected by the pre‐study and post‐study questionnaires as well as the pre‐test and post‐test. Results and Conclusions The results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both modes and language directions. While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting.

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Examining Students’ Perceptions of Computer-Assisted Interpreter Training

Cited by 15 publications

References 5 publications

Feedback on feedback: Guiding student interpreter performance

Feedback on feedback: Guiding student interpreter performance

The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter?

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

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