Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance
Abstract
:1. Introduction
- (1)
- How do the students’ interpreting classroom anxiety, enjoyment, self-efficacy, and performance change prior to and after the technology-based practice during the 12-week period?
- (2)
- How does technology-based practice affect the students’ interpreting classroom anxiety, enjoyment, self-efficacy, and performance?
2. Literature Review
2.1. Interpreting Classroom Anxiety
2.2. Interpreting Classroom Enjoyment
3. Research Design
3.1. Context
3.2. Participants
3.3. Instruments
3.4. Data Collection and Analysis
4. Results
4.1. Changes in Interpreting Emotions and Performance between the Pre- and Post-Tests
4.2. Differences in Interpreting Emotions and Performance between the Experimental and Control Groups
4.3. Effects of Technology-Based Practice on Interpreting Emotions and Performance
4.3.1. Effects on Interpreting Classroom Anxiety
4.3.2. Effects on Interpreting Classroom Enjoyment
4.3.3. Effects on Interpreting Self-Efficacy
4.3.4. Effects on Interpreting Performance
5. Discussion
5.1. Changes in Interpreting Emotions and Performance between the Pre- and Post-Tests
5.2. Effects of Technology-Based Practice on Interpreting Emotions and Performance
6. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Interpreting and Listening Classroom Learning Questionnaire
Items | SD | D | SDL | DK | SAG | A | SA |
1. Even if I am well prepared for my Interpreting and Listening class, I feel anxious about it. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
2. I always feel that my classmates interpret better than I do. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
3. I can feel my heart pounding when I’m going to be called on in my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
4. I don’t worry about making mistakes in my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
5. I feel confident when I interpret in my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
6. I get nervous and confused when I am interpreting in my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
7. I start to panic when I have to speak without preparation in my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
8. It embarrasses me to volunteer answers in my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
9. My Interpreting and Listening teacher is encouraging. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
10. My Interpreting and Listening teacher is friendly. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
11. My Interpreting and Listening teacher is supportive. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
12. I enjoy my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
13. I’ve learned interesting things from my Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
14. I am proud of my accomplishments in interpreting and listening. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
15. We form a tight group in the Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
16. We laugh a lot in the Interpreting and Listening class. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
17. We have common ‘legends,’ such as running jokes. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
18. I believe I have the ability to learn interpreting well. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
19. I believe I have the ability to find the effective way to learn interpreting. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
20. I believe I have the ability to become a competent interpreter. | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Appendix B. Interpreting Scoring Rubric
Criteria | 5 | 4 | 3 | 2 | 1 |
Informational equivalence | Information interpreted is complete and equivalent with that in the source language | Information interpreted is nearly complete and equivalent with that in the source language | Some information is missing. Some information interpreted is not equivalent with that in the source language | Much information is missing. Much information interpreted is not equivalent with that in the source language | Most information is missing. Most information interpreted is not equivalent with that in the source language |
Fluency of delivery | Delivery of information interpreted is fluen | Delivery of information interpreted is fairly fluent | Delivery of information interpreted is moderately fluent | Delivery of information interpreted is slightly fluent | Delivery of information interpreted is not fluent |
Correct terminology | Interpretation of the terms is correct | Interpretation of the terms is fairly correct | Interpretation of the terms is moderately correct | Interpretation of the terms is slightly correct | Interpretation of the terms is not correct |
Correct grammar | Grammar is correct | Grammar is fairly correct | Grammar is moderately correct | Grammar is slightly correct | Grammar is not correct |
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Group | Experimental Group (N = 44) | Control Group (N = 46) | |||||
---|---|---|---|---|---|---|---|
Measures | ICAS | ICES | ISES | ICAS | ICES | ISES | |
No. of items | 8 | 9 | 3 | 8 | 9 | 3 | |
Reliability | Pre-test | 0.922 | 0.917 | 0.896 | 0.923 | 0.916 | 0.901 |
Post-test | 0.891 | 0.853 | 0.901 | 0.905 | 0.861 | 0.893 |
Pre-Test | Post-Test | Paired Samples t-Test Results | ||||||
---|---|---|---|---|---|---|---|---|
Mean | SD | Mean | SD | t | p | Cohen’s d | ||
Experimental group (N = 44) | ICAS | 4.80 | 1.15 | 4.12 | 0.83 | 4.256 ** | 0.000 | 0.69 |
ICES | 5.21 | 1.08 | 5.71 | 0.97 | −3.413 ** | 0.002 | 0.49 | |
TAS | 5.94 | 1.12 | 6.26 | 0.93 | −1.09 | 0.191 | / | |
PES | 4.90 | 1.19 | 5.41 | 0.95 | −3.733 ** | 0.000 | 0.47 | |
SES | 4.79 | 1.32 | 5.26 | 1.06 | −2.671 * | 0.030 | 0.39 | |
ISES | 4.66 | 1.26 | 5.30 | 0.95 | −4.977 ** | 0.000 | 0.57 | |
IP | 5.31 | 1.13 | 6.23 | 1.18 | −5.158 ** | 0.000 | 0.796 | |
Control group (N = 46) | ICAS | 4.74 | 1.18 | 4.36 | 0.75 | 3.646 ** | 0.001 | 0.38 |
ICES | 5.28 | 0.94 | 5.62 | 0.77 | −3.512 ** | 0.001 | 0.396 | |
TAS | 6.196 | 0.94 | 6.30 | 0.98 | −1.081 | 0.271 | / | |
PES | 5.04 | 1.09 | 5.22 | 0.97 | −1.489 | 0.127 | / | |
SES | 4.77 | 1.40 | 5.23 | 1.36 | −3.523 ** | 0.001 | 0.33 | |
ISES | 4.61 | 1.27 | 4.98 | 1.13 | −4.096 ** | 0.000 | 0.31 | |
IP | 5.43 | 1.26 | 5.91 | 1.19 | −4.40 ** | 0.000 | 0.39 |
Measure | Pre-Test | Post-Test | ||||
---|---|---|---|---|---|---|
t | p | Cohen’s d | t | p | Cohen’s d | |
ICAS | 0.241 | 0.810 | / | −20.332 * | 0.05 | 0.30 |
ICES | −10.213 | 0.229 | / | 0.814 | 0.473 | / |
TAS | −10.179 | 0.242 | / | −0.116 | 0.890 | / |
PES | −0.246 | 0.227 | / | 10.781 | 0.101 | / |
SES | 0.069 | 0.945 | / | 0.198 | 0.761 | / |
SEFS | −0.815 | 0.417 | / | 30.870 ** | 0.000 | 0.31 |
IC | −0.059 | 0.953 | / | 30.246 ** | 0.003 | 0.27 |
Resources | Type III Sum of Squares | df | Mean Square | F | p | Partial Eta Squared |
---|---|---|---|---|---|---|
Intercept | 34.069 | 1 | 34.069 | 79.152 | 0.000 | 0.476 |
Pre-test ICAS (covariate) | 17.962 | 1 | 17.962 | 41.73 | 0.000 | 0.324 |
Learning modes | 14.758 | 1 | 14.758 | 9.762 ** | 0.002 | 0.032 |
Error | 37.447 | 87 |
Resources | Type III Sum of Squares | df | Mean Square | F | p | Partial Eta Squared |
---|---|---|---|---|---|---|
Intercept | 23.061 | 1 | 23.061 | 44.813 | 0.000 | 0.340 |
Pre-test ICES (covariate) | 23.205 | 1 | 23.205 | 45.094 | 0.000 | 0.341 |
Learning modes | 1.945 | 1 | 1.945 | 2.836 | 0.179 | 0.007 |
Error | 44.771 | 87 |
Resources | Type III Sum of Squares | df | Mean Square | F | p | Partial Eta Squared |
---|---|---|---|---|---|---|
Intercept | 59.051 | 1 | 59.051 | 71.516 | 0.000 | 0.451 |
Pre-test ISES (covariate) | 22.808 | 1 | 22.808 | 27.622 | 0.000 | 0.241 |
Learning modes | 12.657 | 1 | 12.657 | 6.218 * | 0.031 | 0.027 |
Error | 45.837 | 87 |
Resources | Type III Sum of Squares | df | Mean Square | F | p | Partial Eta Squared |
---|---|---|---|---|---|---|
Intercept | 31.827 | 1 | 31.827 | 31.161 | 0.000 | 0.278 |
Pre-test IP (covariate) | 33.131 | 1 | 33.131 | 32.437 | 0.000 | 0.286 |
Learning modes | 13.832 | 1 | 13.832 | 5.773 * | 0.045 | 0.023 |
Error | 46.732 | 87 |
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Liu, M. Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance. Sustainability 2024, 16, 5395. https://doi.org/10.3390/su16135395
Liu M. Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance. Sustainability. 2024; 16(13):5395. https://doi.org/10.3390/su16135395
Chicago/Turabian StyleLiu, Meihua. 2024. "Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance" Sustainability 16, no. 13: 5395. https://doi.org/10.3390/su16135395