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Article published In:
Interpreting
Vol. 21:1 (2019) ► pp.135–150

Feedback in conference interpreter education

Perspectives of trainers and trainees

| University of Vigo

Feedback is a key part of the teaching and learning process in conference interpreter education. However, there is little research on how feedback should be performed in order to promote learning, or on what trainers and trainees think of its role. This paper, based on a larger PhD research project, seeks to fill this gap by reporting on perceptions and practices in three postgraduate conference interpreter training programs. Data were collected from trainers and trainees through individual interviews, focus groups, and questionnaires, complemented by direct observation of lessons. Content analysis was used to identify points of divergence and convergence between the views of trainers and trainees regarding the usefulness of feedback, preferred practices, and the difficulty of providing feedback. Main findings include that feedback should be honest, concise, and meaningful for the trainees, and provide an analysis of the problems encountered as well as recommend specific strategies for overcoming them.

Keywords: feedback, interpreting, assessment, trainers, trainees
Article outline
  • 1.Introduction
  • 2.Research methodology
    • 2.1Context and participants
    • 2.2Data collection
      • 2.2.1Individual interviews with trainers
      • 2.2.2Focus groups with trainees
      • 2.2.3Questionnaires
      • 2.2.4Observation of lessons
    • 2.3Data analysis
  • 3.Results
    • 3.1Trainers’ view
    • 3.2Trainees’ view
    • 3.3Classroom observation
    • 3.4Meeting of trainers’ and trainees’ voices
  • 4.Conclusions
  • Notes
  • References
Published online: 13 March 2019
DOI logo
https://doi.org/10.1075/intp.00023.dom
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2023. The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation. PLOS ONE 18:4 ► pp. e0284843 ff. DOI logo
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