Peer Feedback and Reflective Practice in Public Service Interpreter Training

Abstract

The paper discusses the importance of student-generated feedback, that is, peer feedback and self-assessment in public service interpreter training. The importance of peer feedback and self-assessment is widely recognised in teaching and learning and benefits include: promoting analytical and critical thinking skills, students’ active participation in the learning process, promoting a collaborative model of teaching and learning, students’ responsibility and autonomy, to name but a few. However, their beneficial character can also be observed in public service interpreter training. The aim of the pilot study conducted among trainee interpreters (MA students) of public service interpreting course was to examine interpreting quality and compare positive (strengths) and negative aspects (weaknesses) of trainee interpreters’ performance identified by them by means of peer feedback and reflection (self-assessment). The trainees participated in simulated public service interpreting sessions and later were asked to reflect on their own as well as their peers’ performance. As seen from data analysis, there are discrepancies between peer feedback and reflection in the perception of students’ strengths and weaknesses and a negative trend can be observed in the case of reflection.

The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation

“…[ 23 ] argued that the effects of peer feedback resulted in better improvement in learning outcomes than self-assessment and learners without any feedback. Similar results could be observed from abundant documents, e.g., implementing peer feedback in a self-regulated learning environment [ 24 ], incorporating peer feedback in interpreter training curricular [ 25 , 26 ], and using peer feed to promote second language acquisition [ 27 ]. Additionally, studies asserted that peer feedback was beneficial to students’ psychological wellbeing and development of motivation [ 28 – 30 ].…”

Digital Reflective Journal in the Translation Classroom: Does the Format Change the Game?

“…Pietrzak (2019) introduced pre-and post-translation reflective questionnaires to enable students to compare their translation process expectations and planning with the actual translation flow. Holewik (2020) analyzed the content and modality of self-reflection reports and peer feedback from students performing interpretation tasks. It was discovered that they tended to focus more on the weaknesses and failures of their own performance while remaining positive in their judgments about the quality of their colleagues' interpretation.…”

Reflective Practices of Teacher Educators in Punjab: A Narrative Perspective

“…Branch & Paranjape (2002) pointed out that through reflection, the professionals get the awareness of their weaknesses and strengths, they face the challenges with a broader outlook and better understand the possible solutions of problems. Through reflection, teachers can better understand their professional deficiencies and work for areas of improvement for their professional grooming (Holewik, 2020). So, professionals can use reflective practices to improve their teaching, by raising questions on their teaching experiences consciously (Brockbank & McGill, 2007;Sahoo & Pany, 2020).…”