THE EFFECTIVENESS OF USING AUDIONOTE IN TEACHERS’ FEEDBACK FOR CLASSROOM INTERPRETING PERFORMANCE OF UNIVERSITY STUDENTS

Teachers’ feedback plays a crucial role in not only language teaching but also interpreter training. A great body of research has been conducted to boost the quality of teachers’ feedback for language learners, especially with the aid of technology, yet little has been done concerning feedback for interpreting students. Additionally, there has been a consensus among researchers that computer-assisted feedback (including feedback through Audionote app) can yield various benefits in language classrooms; nonetheless, little research has been written about the effectiveness of this technology in interpreting courses. To find a tool that helps give feedback in interpreting classes more feed-forward, I conducted this action research study, aiming at shedding light on 1/ the students’ perspectives towards the use of Notepad and Voice Recorder technology (Audionote) in teachers’ feedback for students’ simultaneous interpreting performance, and 2/ the students’ actual improvement level in their interpreting skills with the aid of Audionote feedback. In this study, four data collection instruments, namely questionnaire, interview, pre-intervention, and post- intervention tests, and teaching journal were used. The research results showed the students’ remarkably positive responses to and high evaluation of Audionote in improving the teacher’ s feedback quality thanks to a variety of advantages including real-time comments which provided linguistic contexts for the teacher’s feedback. Nevertheless, the students’ actual interpreting skill enhancement from the pre-intervention and post-intervention tests was not as highly positive as the students’ responses regarding their interpreting skill improvement in the survey and interview.