Investigating the Impact of a Virtual Reality Mobile Application on Learners' Interpreting Competence

Autor/in	Chan, Venus
Titel	Investigating the Impact of a Virtual Reality Mobile Application on Learners' Interpreting Competence
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 4, S.1242-1258 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Venus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12796
Schlagwörter	Computer Software; Telecommunications; Handheld Devices; Translation; English (Second Language); Chinese; Second Languages; Language Processing; Competence; Computer Simulation; Teaching Methods; COVID-19; Pandemics; Information Technology; Language Proficiency; Language Usage; Second Language Learning; Second Language Instruction; Self Evaluation (Individuals); Video Technology; Undergraduate Students; Independent Study; Student Improvement + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Second language; Zweitsprache; Sprachverarbeitung; Kompetenz; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbststudium
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01