The acceptance of tablet for note-taking in consecutive interpreting in a classroom context: The students' perspectives

Authors

  • Yuying Wang

    Faculty of Languages and Translation, Macao Polytechnic University
  • Yuan Tian

    Faculty of Languages and Translation, Macao Polytechnic University
  • Yunxiao Jiang

    Faculty of Languages and Translation, Macao Polytechnic University
  • Zhonggen Yu

    Beijing Language and Culture University

DOI:

https://doi.org/10.59400/fls.v5i2.1862

Abstract

This study aims to examine interpreting students' perceptions of using tablets for interpreting note-taking (INT). A mixed-method approach was adopted, including quantitative methods based on Gile's two-phase effort model of consecutive interpreting (CI) to investigate respondents' experiences and perceptions, as well as qualitative methods to explore differences between professionals and beginners regarding their preferences and user experiences with note-taking tools. Additionally, factors within the Technology Acceptance Model (TAM) framework that significantly impacted the acceptance of tablet-based interpreting were analyzed. Our research findings reveal valuable insights into students' attitudes towards integrating technology into interpreter training programs while highlighting key factors influencing tablet-based note-taking adoption or rejection among participants. Moreover, this study emphasizes the importance of developing an application specifically designed for INT to meet the unique needs of interpreters and stresses that training plays an essential role in facilitating the adoption of tablet-based INT. Teachers are suggested to take the initiative to try tablet-based INT themselves before they make their decisions on whether to introduce the technology to their students.

Keywords:

interpreting note-taking, consecutive interpreting, tablet, qualitative research, Technology Acceptance Model, beginners

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Vol. 5 , Iss. 2 (September 2023)

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Article

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Copyright © 2023 Yuying Wang, Yuan Tian, Yunxiao Jiang, Zhonggen Yu

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This is an open access article under the Creative Commons Attribution 4.0 International License.