The reflection and self-assessment of student interpreters through logbooks : a case study
The aims of the current study are threefold. The first aim is to investigate how writing reflective journals may facilitate student interpretersâ learning process in becoming more reflective and in assessing their own interpreting performance. The second aim is to investigate the relationship between self-assessment and reflection. The third aim is to explore how different scaffolding tools may have influenced the development of studentsâ reflective thinking and their approach to self-assessment. Initially, educational theories, theoretical constructs on reflection and learner self-assessment were reviewed to examine the concepts of reflection and self-assessment in the context of interpreter training. Empirical studies on the functions of reflective journals and on self-assessment, particularly those carried out in the field of interpreting were explored to help the researcher design the theoretical framework. As a case study, logbooks were collected from students taking introductory interpreting courses in a translator and interpreter training institute in a British university. The main method adopted for the analysis of the logbooks collected was thematic analysis. The themes which emerged from the
Lee, Zi-ying
The reflection and self-assessment of student interpreters through logbooks : a case study. The aims of the current study are threefold. The first aim is to investigate how writing reflective journals may facilitate student interpretersâ learning process in becoming more reflective and in assessing their own interpreting performance. The second aim is to investigate the relationship between self-assessment and reflection. The third aim is to explore how different scaffolding tools may have influenced the development of studentsâ reflective thinking and their approach to self-assessment. Initially, educational theories, theoretical constructs on reflection and learner self-assessment were reviewed to examine the concepts of reflection and self-assessment in the context of interpreter training. Empirical studies on the functions of reflective journals and on self-assessment, particularly those carried out in the field of interpreting were explored to help the researcher design the theoretical framework. As a case study, logbooks were collected from students taking introductory interpreting courses in a translator and interpreter training institute in a British university. The main method adopted for the analysis of the logbooks collected was thematic analysis. The themes which emerged from the
reflection self assessment student interpreter case_study aim current_study threefold first aim_investigate write reflective journal may facilitate student interpreter learn_process become reflective assess interpreting performance second_aim investigate_relationship self assessment reflection third_aim explore different tool may_influence development student reflective think self assessment initially educational_theory theoretical_construct reflection learner self assessment examine concept reflection self assessment context interpreter training empirical_study function reflective journal self assessment particularly carry field interpreting explore help researcher design theoretical_framework case_study collected student_take introductory interpreting course translator_interpreter train institute british_university main method_adopt analysis collect thematic_analysis theme_emerge