Feedback on feedback: Guiding student interpreter performance


  • Jieun Lee Ewha Womans University


interpreter training, teacher feedback, peer feedback, self-feedback, autonomous learning


Feedback is an essential part of all types of teaching and learning and interpreter training is no exception. This paper examines the theoretical and practical aspects of the feedback that student interpreters receive and give according to a questionnaire-based online survey of fifty-eight students enrolled at a conference interpreter training programme in Seoul. The results indicate that the participants generally appreciate the feedback generated by teachers and peer interaction. However, they value and trust teacher feedback far more than peer feedback, considering it more comprehensive, authoritative and hence most effective. The data analysis also reveals that students seek teacher attention and support relating to both academic and emotional needs. The findings indicate that teachers need to facilitate students’ learning through feedback, and that feedback is a complex task which requires further scholarly attention.