Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting
Available Online October 2017.
- https://doi.org/10.2991/icesem-17.2017.119How to use a DOI?
- peer learning; interpreting course; peer review; critical thinking; interpersonal skills
- Using peer learning as a supplement to the classroom teaching offers the opportunity to solve problems in traditional interpreting courses and enhance students' understanding and engagement in the interpreting practice. This study analyses the perceptions and attitudes of 35 students in an introductory course of interpreting taught at a Chinese university on the feedback given in peer review activities, based on their responses to the survey. Students worked in groups of three or four, where each member played different roles, such as the speaker, the interpreter or the reviewer. Results showed, among other aspects, that collaborative work and peer review among group members improved students' interpreting competence, and it also allowed the students to enhance interpersonal skills and critical thinking skill.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Yan Cao PY - 2017/10 DA - 2017/10 TI - Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting BT - Proceedings of the 2017 International Conference on Education Science and Economic Management (ICESEM 2017) PB - Atlantis Press SP - 528 EP - 531 SN - 2352-5398 UR - https://doi.org/10.2991/icesem-17.2017.119 DO - https://doi.org/10.2991/icesem-17.2017.119 ID - Cao2017/10 ER -