Examining the effectiveness of employing CAI tools in English/Arabic consecutive interpreting class

Abstract

This study examines the effectiveness of employing computer-assisted interpretation (CAI) tools in English/Arabic in consecutive interpreting classes using CAI online tools. The study adopts a quantitative approach to investigate the effectiveness of using CAI tools in educational contexts, specifically consecutive interpretation classes. Quantitative data were collected using a Likert questionnaire after employing the Interpreters’ Help tool, which is used to help participants manage terminology by creating online glossaries or importing them to their computers. The participants were enrolled in Level 7, the fourth year of their academic study, and they study the consecutive interpreting course as part of their translation program. The results indicate a significant consensus among the participants (80.6%) that the inclusion of CAI technology in consecutive interpretation learning is essential. Furthermore, 51.6% of the participants expressed an intention to incorporate CAI tools into their future interpretation projects. This affirmative stance suggests a growing recognition of the potential benefits and relevance of CAI tools among translation students. Additionally, 45.2% of the participants advocate for the introduction of CAI technology into classroom teaching. The findings point to the potential favorable effects of CAI tool integration on interpreter output and the overall learning experience. The study recommends integrating CAI tools into interpreting curricula and instruction.