Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Jing Liu

doi:10.30827/portalin.vi36.13897

Autores/as

Jing Liu Anhui Normal University

DOI:

https://doi.org/10.30827/portalin.vi36.13897

Palabras clave:

interpreting self-efficacy, self-assessment, self-assessment accuracy, consecutive interpreting, Chinese students

Resumen

El artículo tiene la intención de explorar si existen correlaciones significativas entre la autoeficacia de los estudiantes y la precisión de su autoevaluación y cómo la primera interviene en la segunda. Enmarcado dentro de un aula de interpretación de pregrado en China, que comparte objetivos pedagógicos similares con cursos generales de idiomas extranjeros, un total de 53 estudiantes de último año completaron una escala de autoeficacia en la interpretación (ISE) antes de autoevaluar su desempeño de interpretación consecutiva inglés-chino. Se emplearon pruebas de correlación de Spearman para investigar las correlaciones entre el nivel de ISE de los estudiantes y la precisión de su autoevaluación, en comparación con las calificaciones del maestro. Aunque ISE y la precisión de la autoevaluación se correlacionaron positivamente, la relación no fue significativa. El ISE de nivel medio a bajo solo podía predecir vagamente el desempeño de la autoevaluación de los estudiantes, pero los estudiantes eran capaces de realizar una autoevaluación precisa independientemente de su nivel de ISE. Esto justifica una reflexión más rigurosa sobre el aprendizaje autorregulado gracias a una autoevaluación precisa en las aulas de idiomas, que está informada simultáneamente por múltiples variables sociales y psicológicas que experimentan los alumnos individuales, como la autoeficacia.

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Biografía del autor/a

Jing Liu, Anhui Normal University

Jing Liu is an assistant professor in the School of Foreign Studies, Anhui Normal University in China. Her research interests include learner variables in second language acquisition and assessment in interpreting classrooms. Besides being an active English-Chinese interpreter, she is interested in exploring individual differences concerning classroom assessment and feedback, especially in interpreting courses.

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