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

Amina Tahraoui

doi:10.35699/1983-3652.2022.39545

Auteurs

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

Mots-clés :

Teacher feedback, Students’ perceptions, Digital feedback, Sight and bilateral interpreting, Student-centered feedback

Résumé

This study attempted to understand students’ perceptions of the feedback provided by teachers of the sight and bilateral interpreting course online. Using a student-centered perspective, we administered a questionnaire-based survey to 95 undergraduate students. We investigated issues related to the effectiveness of online feedback at the cognitive level (understanding and using the feedback) and psychological level (affective reactions), including challenges associated with the delivery method or the nature of feedback and students’ expectations. Research findings indicated that students have different preferences, needs, and emotional reactions to online feedback. The study recommends teaching remote interpreting to keep pace with the technological requirements and consider the different variables affecting the feedback process. Based on the literature, we proposed a model to develop students’ capacity to understand and act on teacher’s feedback in the interpreting classroom and bridge the gap between teachers’ beliefs and students’ expectations about ‘good feedback.’ The best lesson learned from this study is that online teaching and feedback are valuable and satisfy the emotional needs of some students. Therefore, we suggest using a blended model for interpreting teaching and feedback methods in the near future.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

AHMAD, D.; ARIFIN, M. A. Exploring student achievement and perceptions in an online flipped grammar course. Indonesian Journal of Applied Linguistics, v. 10, n. 3, Jan. 2021. DOI: 10.17509/ijal.v10i3.31750. Available from: https://ejournal.upi.edu/index.php/IJAL/article/view/31750. Visited on: 4 Aug. 2022.

CARLESS, D.; BOUD, D. The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, v. 43, n. 8, p. 1315–1325, Nov. 2018. DOI: 10.1080/02602938.2018.1463354. Available from: https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1463354. Visited on: 4 Aug. 2022.

CARSTEN, S.; CIOBANU, D.; MANKAUSKIENE, D. The challenge of evaluating open interpreter training resources: case study of ORCIT. The Interpreter and Translator Trainer, v. 15, n. 4, p. 490–505, Oct. 2021. DOI: 10.1080/1750399X.2020.1867407. Available from: https://www.tandfonline.com/doi/full/10.1080/1750399X.2020.1867407. Visited on: 4 Aug. 2022.

CHAPPELL, P. A sociocultural account of the role of imitation in instructed second language learning. Journal of linguistics and language teaching, v. 3, n. 1, p. 61–91, 2012.

HENDERSON, M. et al. Conditions that enable effective feedback. Higher Education Research & Development, v. 38, n. 7, p. 1401–1416, Nov. 2019. DOI: 10.1080/07294360.2019.1657807. Available from: https://www.tandfonline.com/doi/full/10.1080/07294360.2019.1657807. Visited on: 4 Aug. 2022.

HOO, H.-T.; DENEEN, C.; BOUD, D. Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education, v. 47, n. 3, p. 444–457, Apr. 2022. DOI: 10.1080/02602938.2021.1925871. Available from: https://www.tandfonline.com/doi/full/10.1080/02602938.2021.1925871. Visited on: 4 Aug. 2022.

KARABAN, V.; KARABAN, A. Exploring the potential for CAI implementation in interpreter training in Ukraine. Ed. by T. Andrienko, S. Potapenko and L. Slavova. SHS Web of Conferences, v. 105, p. 02002, 2021. DOI: 10.1051/shsconf/202110502002. Available from: https://www.shs-conferences.org/10.1051/shsconf/202110502002. Visited on: 4 Aug. 2022.

KIM, D. Flipped interpreting classroom: flipping approaches, student perceptions and design considerations. The Interpreter and Translator Trainer, v. 11, n. 1, p. 38–55, Jan. 2017. DOI: 10.1080/1750399X.2016.1198180. Available from: https://www.tandfonline.com/doi/full/10.1080/1750399X.2016.1198180. Visited on: 4 Aug. 2022.

KO, L. Teaching Interpreting by Distance Mode: An Empirical Study. Meta, v. 53, n. 4, p. 814–840, Jan. 2009. DOI: 10.7202/019649ar. Available from: http://id.erudit.org/iderudit/019649ar. Visited on: 4 Aug. 2022

KRAPIVKINA, O. A. Sight translation and its status in training of interpreters and translators. Indonesian Journal of Applied Linguistics, v. 7, n. 3, p. 695, Jan. 2018. DOI: 10.17509/ijal.v7i3.9820. Available from: http://ejournal.upi.edu/index.php/IJAL/article/view/9820. Visited on: 4 Aug. 2022.

LEE, J. Feedback on feedback: Guiding student interpreter performance. The International Journal of Translation and Interpreting Research, v. 10, n. 1, Feb. 2018. DOI: 10.12807/ti.110201.2018.a09. Available from: http://www.trans-int.org/index.php/transint/article/view/640. Visited on: 4 Aug. 2022.

LEIGHTON, J. P. Students’ Interpretation of Formative Assessment Feedback: Three Claims for Why We Know So Little About Something So Important. Journal of Educational Measurement, v. 56, n. 4, p. 793–814, Dec. 2019. DOI: 10.1111/jedm.12237. Available from: https://onlinelibrary.wiley.com/doi/10.1111/jedm.12237. Visited on: 4 Aug. 2022.

MOLLOY, E.; BOUD, D.; HENDERSON, M. Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, v. 45, n. 4, p. 527–540, May 2020. DOI: 10.1080/02602938.2019.1667955. Available from: https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1667955. Visited on: 4 Aug. 2022.

NAQEEB, H.; AWAD, A. Learning Styles as Perceived by Learners of English as a Foreign Language in the English Language Center of The Arab American University - Jenin, Palestine. An- Najah Journal for Research. (Humanities), v. 25, n. 8, p. 2231–2256, 2011. Available from: https://www.aaup.edu/sites/default/files/Publications/learning-styles-perceived-learners-english-foreign-language-english-language-center-arab-american-un.pdf. Visited on: 4 Aug. 2022.

O’DONOVAN, B. M. et al. What makes good feedback good? Studies in Higher Education, v. 46, n. 2, p. 318–329, Feb. 2021. DOI: 10.1080/03075079.2019.1630812. Available from: https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1630812. Visited on: 4 Aug. 2022.

OGANGE, B. O. et al. Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment. Open Praxis, v. 10, n. 1, p. 29, Jan. 2018. DOI: 10.5944/openpraxis.10.1.705. Available from: https://openpraxis.org/article/10.5944/openpraxis.10.1.705/. Visited on: 4 Aug. 2022.

OMER, A.; ABDULARHIM, M. The criteria of constructive feedback: The feedback that counts. Journal of Health Specialties, v. 5, n. 1, p. 45, 2017. DOI: 10.4103/2468-6360.198798. Available from: http://www.thejhs.org/text.asp?2017/5/1/45/198798. Visited on: 4 Aug. 2022.

RAYMOND, B. L.; FOWLER, L. C.; ROBERTSON, A. C. The Impact of Converting From an ’Educator-Driven’ to a ’Learner-Initiated’ Feedback Model. The journal of education in perioperative medicine, v. 21, n. 3, e627, July 2019. Available from: https://europepmc.org/articles/PMC6972969. Visited on: 4 Aug. 2022.

RYAN, T.; HENDERSON, M.; PHILLIPS, M. Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, v. 50, n. 3, p. 1507–1523, May 2019. DOI: 10.1111/bjet.12749. Available from: https://onlinelibrary.wiley.com/doi/10.1111/bjet.12749. Visited on: 4 Aug. 2022.

SUSILANA, R.; HUTAGALUNG, F.; SUTISNA, M. R. StudentsÂ’ Perceptions toward Online Learning in Higher Education in Indonesia during COVID-19 Pandemic. Elementary Education Online, v. 19, n. 4, p. 9–9, May 2020. DOI: 10.17051/ilkonline.2020.04.101. Available from: https://ilkogretim-online.org/?mno=19057. Visited on: 4 Aug. 2022.

TORRES, J.; ANGUIANO, C. ‘Interpreting Feedback: A Discourse Analysis of Teacher Feedback and Student Identity’. Practitioner Research in Higher Education Journal, v. 10, n. 2, p. 2–11, 2016.

VAN DE RIDDER, J. M. M. et al. What is feedback in clinical education?: Feedback in clinical education. Medical Education, v. 42, n. 2, p. 189–197, Jan. 2008. DOI: 10.1111/j.1365-2923.2007.02973.x. Available from: https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2007.02973.x. Visited on: 4 Aug. 2022.