Utilizing Collaborative Video Projects in Interpreter Training: English-majored Students’ Perceptions and Experiences

Authors

DOI:

https://doi.org/10.54855/acoj.251612

Keywords:

interpreter training, interpreting skills, video projects, project-based learning, English-majored students

Abstract

Based on a number of research papers about language education, student-produced video projects are beneficial and practical to improve language skills outside the classroom. Nevertheless, the use of this method in interpretation courses has yet to be widely studied in the world. Accordingly, the researchers utilized the experimental method in an interpretation course. The course had 40 seniors majoring in English for Tourism, asked to work in groups of four or five to plan and make their own video projects to practice interpreting in real-life contexts. Also, their video projects were graded as mid-term tests according to grading criteria. Quantitative and qualitative approaches were used to explore students’ perceptions and experiences of collaborative video projects. At the end of the course, they were invited to fill in surveys to discover their perceptions and what they could improve through this method. Furthermore, 12 of them joined online interviews to share their experiences as well as views of video projects. Based on the findings, most of the participants described collaborative video projects as new and motivating learning experiences helping develop their interpreting skills instead of studying in traditional classrooms. It was suggested that video projects should be used as a new teaching model in interpreter training.

Author Biographies

Pham Manh Tri, Institute of Postgraduate Education, Van Lang University, Ho Chi Minh City, Vietnam

Pham Manh Tri received his bachelor’s degree in English Language from Van Lang University, Ho Chi Minh City, Vietnam. He works as a Vietnamese teacher who teaches Vietnamese to English speakers at HvàJ Languages Center, Ho Chi Minh City, Vietnam and a freelance English teacher who teaches English to children, teenagers, and adults in his offline and online classes. He presented his research papers at VLTESOL 2021, VLTESOL 2022, AsiaCALL 2022, and VLTESOL 2024. His research interests include online education, language skills, collaborative learning, interpretation training, and the use of technology in language education.

Cao Thi Xuan Tu, VFaculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam

Cao Thi Xuan Tu works as a lecturer at the Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam. She has taught English for more than eight years and has experience in teaching English to a variety of learners ranging from young learners to undergraduate students. She evaluates and designs teaching materials and courses for English-majored students, such as Phonetics and Phonology, Writing, Listening, and Interpretation. She is also a reviewer of the International Journal of TESOL & Education. She is implementing studies on Task-based Language Teaching (TBLT), computer-mediated tasks, and collaborative writing.

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Published

27-01-2025

How to Cite

Pham, M. T., & Cao, T. X. T. (2025). Utilizing Collaborative Video Projects in Interpreter Training: English-majored Students’ Perceptions and Experiences. AsiaCALL Online Journal, 16(1), 16–42. https://doi.org/10.54855/acoj.251612

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