Teaching sight and bilateral interpreting online: students’ perceptions of teacher feedback

Amina Tahraoui

doi:10.35699/1983-3652.2022.39545

Autores

Amina Tahraoui Princess Nourah bint Abdulrahman University, College of Languages, Translation Department, Riyadh, Saudi Arabia https://orcid.org/0000-0002-4214-987X

DOI:

https://doi.org/10.35699/1983-3652.2022.39545

Palavras-chave:

Feedback do professor, Percepções dos alunos, Feedback digital, Interpretação visual e bilateral, Feedback centrado no aluno

Resumo

Este estudo procurou compreender as percepções dos alunos sobre o feedback fornecido pelos professores do curso de visão e interpretação bilateral online. Usando uma perspectiva centrada no aluno, administramos uma pesquisa baseada em questionário para 95 estudantes de graduação. Investigamos questões relacionadas à eficácia do feedback online no nível cognitivo (compreender e usar o feedback) e psicológico (reações afetivas), incluindo desafios associados ao método de entrega ou à natureza do feedback e às expectativas dos alunos. Os resultados da pesquisa indicaram que os alunos têm diferentes preferências, necessidades e reações emocionais ao feedback online. O estudo recomenda ensinar interpretação remota para acompanhar os requisitos tecnológicos e considerar as diferentes variáveis que afetam o processo de feedback. Com base na literatura, propusemos um modelo para desenvolver a capacidade dos alunos de entender e agir de acordo com o feedback do professor na sala de aula de interpretação e preencher a lacuna entre as crenças dos professores e as expectativas dos alunos sobre 'bom feedback'. A melhor lição aprendida com esse estudo é que o ensino e o feedback online são valiosos e satisfazem as necessidades emocionais de alguns alunos. Portanto, sugerimos o uso de um modelo misto para interpretar métodos de ensino e feedback em um futuro próximo.

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