Impacts of Event-Based Learning on Interpreting Learners: A Case Study from Vietnam

Authors

  • Doan Duc Hoang

    English Department, FPT University, Ha Noi 100000, Vietnam

DOI:

https://doi.org/10.30564/fls.v7i4.8741
Received: 14 February 2025 | Revised: 14 April 2025 | Accepted: 16 April 2025 | Published Online: 18 April 2025

Abstract

This study examines the pedagogical value of Event-Based Learning (EBL) in interpreter training, focusing on its impact on interpreting learners. Grounded in experiential and situated learning theories, it explores how structured communicative events such as mock conferences, talk shows, and company visits enhance interpreting competence. Twenty undergraduate students joined a four-week EBL program, taking roles as both event organizers and interpreters. A mixed-methods approach combined survey data, student reflections, and interviews with professional interpreters to ensure depth and triangulation. Findings show EBL significantly supports key interpreting skills, particularly listening comprehension (M = 3.40) and message processing (M = 3.35). Students reported greater fluency and engagement in realistic scenarios. However, limited improvement was seen in stress management, concentration, and self-monitoring, suggesting a need for more support in affective and metacognitive areas. Technology-enhanced activities aided preparation but offered minimal benefit during live interpretation. Professional interpreters validated these outcomes, stressing that EBL reflects real-world challenges and builds practical skills. However, they emphasized the need for guided reflection, emotional regulation, and adaptive decision-making, areas not fully developed through experiential learning alone. The study affirms EBL’s cognitive benefits while advocating for a more holistic, tech-integrated training approach.

Keywords:

Event-Based Learning (EBL); Interpreting Competence; Bilingual Competence; Interpreting Learners

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How to Cite

Hoang, D. D. (2025). Impacts of Event-Based Learning on Interpreting Learners: A Case Study from Vietnam. Forum for Linguistic Studies, 7(4), 1073–1096. https://doi.org/10.30564/fls.v7i4.8741

Issue

Vol. 7 , Iss. 4 (April 2025)

Article Type

Article

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Copyright © 2025 Doan Duc Hoang

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.