Self-efficacy and Prediction of Note-taking Inclination among Undergraduate Translation Students

Abstract

Self-efficacy is the self-perceived ability of an individual in performing the tasks assigned to him/her. Self-efficacy and its implications have been widely studied in the field of language teaching and learning. Yet, few studies have explored the relationship between self-efficacy and various aspects of interpreting ability. This article aims at investigating the role of self-efficacy in predicting the note-taking inclination of undergraduate translation students. In this regard, a total number of 53 junior and senior undergraduate translation students at the University of Zabol completed the Schwarzer’s General Self-efficacy Questionnaire, and took the note-taking ability test in which test-takers were supposed to listen to VOA Special News tracks (five 30-45 second audio tracks at lower-intermediate level of difficulty) and take notes. Prior to administration, test takers received a brief instruction of seven main note-taking skills, based on the guidelines proposed by Mazzei (noting the idea, abbreviation, links, negation, emphasis, verticality, and shift). Finally, the students’ notes were scored by two raters at a 0-35 point basis, according to the Mazzei’s note-taking skills; and a high inter-rater reliability was achieved. The obtained Pearson results revealed a significant positive relationship between the self-efficacy of the test-takers and their note-taking inclination. Our findings imply that learners’ self-efficacy should be more considered in interpreter training programs at B.A. level.