Terms Of Fluency Research Articles

Enhancing Students' Speaking Skills in Describing People through the Presentation-Practice-Production (PPP) Method at SMP Negeri 5 Sigi

This study addresses the students' need for enhanced speaking skills, particularly in terms of fluency. The inquiry posed in this thesis originates from the question: Can the application of the Presentation, Practice, and Production (PPP) method contribute to the improvement of students' speaking abilities when describing a person at SMP Negeri 5 Sigi? The objective is to ascertain whether the use of the PPP method has a positive impact on students' proficiency in describing individuals. The research adopts a quantitative approach through quasi-experimental methods. The study encompasses the eighth-grade students of SMP Negeri 5 Sigi, comprising three classes. The experimental class comprises 20 students, while the control class consists of 20 students. Purposive sampling is employed to select students from classes VIII A and VIII B. The research findings demonstrate that the utilization of the Presentation Practice Production (PPP) method significantly enhances students' speaking skills, specifically in terms of fluency. This is evident from the mean scores of the experimental and control classes, which are 17.65 and 8.9, respectively. The calculated t-value of 4.26, with a degree of freedom (df) of 38 (20+20-2) and a significance level of 0.05, surpasses the critical t-table value of 2.00. Consequently, the hypothesis of the research is accepted, affirming that the implementation of the Presentation Practice Production method is effective in improving the speaking skills of eighth-grade students at SMP Negeri 5 Sigi.

Çocukluk çağında DEHB tanısı ile metilfenidat kullanımı sırasında ortaya çıkan ve sonlanan kekemelik: Tutarsız bir ilişki

Stuttering is a childhood onset fluency disorder in speech. It has been suggested to be associated with brain anatomy, functionality or the dysregulation of the dopaminergic activity. Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood and adolescence. Psychostimulant medications are widely used for the psychopharmacologic treatment of ADHD. In this article, two boys who have ADHD with opposite reactions after methylphenidate (MPH) treatment in terms of fluency in the speech are presented. In the first case stuttering was induced with MPH while in the second case stuttering was resolved after MPH treatment. Although MPH seems to have opposite effects on stuttering in our cases, our case report points that dopaminergic system may play a role for the onset of childhood onset fluency disorder. More comprehensive studies are needed to show the neurodevelopmental process and the mechanisms related with ADHD, stuttering and MPH treatment.

The Effectiveness of Circumlocution Strategy towards the Students’ Speaking Skills at SMA-IT Al-Biruni Makassar

This research’s aim is to find out whether the circumlocution strategy effectively improves the students’ speaking skills at SMA-IT Al-Biruni Makassar. This research used a pre-experimental method which consisted the eleventh-grade students of SMA-IT Al-Biruni Makassar as the subjects. The research instruments for data collection used in this research are the pre-test and post-test to determine students' skills in terms of fluency before and after treatment. The result of this research showed that the t-test value was higher than t-table value. The mean score of the post-test is higher than the mean score of the pre-test. It means that the null hypothesis (H0) was rejected while the alternative hypothesis (H1) was accepted. In other words, there is significant difference between the result of the pre-test and post-test in teaching speaking skill in fluency by using circumlocution strategy. Based on the findings, the researcher concluded that the circumlocution strategy effectively improved students' speaking skills in terms of fluency in the eleventh grade at SMA-IT Al-Biruni Makassar.

The Correlation between Students’ Grammar Proficiency and Speaking Fluency: A Study in English Education Study Program

Speaking as the part of four main skills in English can be considered as the most demanding yet the most difficult skill to be mastered. Thus, several ways to master speaking have been researched by experts, one of which is in terms of fluency. As fluency tends to focus on students' ability to speak fluently, subtly, and spontaneously, the grammar aspect is rarely considered as one of the aspects that is related to fluency because grammar is closely related to accuracy. Concerning the aforementioned fact, the objective of this case was to examine the correlation between English grammar proficiency and speaking fluency. The researcher used quantitative method and correlation research design. The population was 103 of 2021 batch students, at English Education Study Program of Pattimura University of which the sample was 31 students from class A. The instruments were in the form of grammar written test and speaking oral test. The student’s grammar proficiency scores (X) and the student’s speaking fluency (Y) were analyzed and it is found that the distribution of data was normal and linear. The result of data analysis showed that the significant value was at 0.001 and the correlation coefficient was at 0.853. The interpretation of the relationship is positive correlation and the strength of correlation is perfect. Consequently, the alternative hypothesis (Ha) is accepted which indicates positive and significant correlation between students’ grammar proficiency and their speaking fluency. These findings suggest that it is important for students to increase their grammar proficiency level in order to improve their speaking fluency.

Time Allocation Effect on Test Scores for Academic Writing of Indonesian English Learners

It is widely known that test takers with a more extended time allotment in IELTS can perform better in the writing portion than those with a lower time allotment. The most compelling argument for test providers to limit test administration time, particularly for academic writing activities, is practicality. This article assesses how the time allotted differently of 30 or 50 minutes affects the writing skills of English learners and that the time allotted for the IELTS test is confirmed as the most efficient. The test takers' writing was evaluated using a variety of measures in this study. An interview was also conducted to unveil their experiences related to the time allotment. The findings reveal improved writing skills in terms of fluency when a lengthier (30-minute) time limit was given. Complexity is also enhanced, and the learners are difficult to conclude. The learners' results could vary due to the two-timing conditions; they believe in performing better under the extended time allotment.

I am a Genius! Influence of Virtually Embodying Leonardo da Vinci on Creative Performance.

Virtual reality (VR) provides users with the ability to substitute their physical appearance by embodying virtual characters (avatars) using head-mounted displays and motion-capture technologies. Previous research demonstrated that the sense of embodiment toward an avatar can impact user behavior and cognition. In this paper, we present an experiment designed to investigate whether embodying a well-known creative genius could enhance participants' creative performance. Following a preliminary online survey (N = 157) to select a famous character suited to the purpose of this study, we developed a VR application allowing participants to embody Leonardo da Vinci or a self-avatar. Self-avatars were approximately matched with participants in terms of skin tone and morphology. 40 participants took part in three tasks seamlessly integrated in a virtual workshop. The first task was based on a Guilford's Alternate Uses test (GAU) to assess participants' divergent abilities in terms of fluency and originality. The second task was based on a Remote Associates Test (RAT) to evaluate convergent abilities. Lastly, the third task consisted in designing potential alternative uses of an object displayed in the virtual environment using a 3D sketching tool. Participants embodying Leonardo da Vinci demonstrated significantly higher divergent thinking abilities, with a substantial difference in fluency between the groups. Conversely, participants embodying a self-avatar performed significantly better in the convergent thinking task. Taken together, these results promote the use of our virtual embodiment approach, especially in applications where divergent creativity plays an important role, such as design and innovation.

A framework for generating anomaly analysis comments in DHI interpretation report

Efficient and high-quality writing of DHI interpretation reports is critical to realize the instructive value of time-series DHI data, in which anomaly analysis of DHI indicators is the basis of diagnosing problems and giving suggestions for dairy farms. However, this work is labour intensive and knowledge-driven, which is easy to cause inadequate even incorrect analysis due to the lack of DHI specialists. Aiming to the subtasks of automatically generating comments of static anomaly and dynamic change trend of DHI indicators, we proposed a framework to tackle them separately. Firstly, we employed a series of anomaly degree matrixes to deal with the first subtask. Secondly, we proposed an improved end-to-end data-to-text model which incorporates with three pre-processing methods, attention mechanism and contrastive penalty to deal with the second subtask. Experimental results show that our proposed model outperforms the baselines and related works both in terms of fluency and correctness of generated comments, which is suitable for the preliminary description of DHI indicators.

Tiktok As a Media Application for Improving the Student Speaking Skills

This research reports on the study of students' speaking ability through the use of the TikTok application. The problem of this research was the improvement of the students’ speaking accuracy and fluency through the use of the TikTok application at SMA Negeri 13 Bone. The purpose of the study was to determine students' ability to speak through the use of the TikTok application. The researcher used classroom action research (CAR), which was conducted in two cycles; each cycle consisted of four meetings. Thirty students in the eleventh grade at SMAN 13 Bone participated in this study The techniques for collecting data were observation and speaking tests. The research findings indicated that the application of the TikTok application was significant in improving the students’ speaking skills in terms of fluency and accuracy. It was proved by the mean score in the speaking ability for DT of 50.7, C1 of 65.79, and C2 of 77.69. So the improvement of the student's speaking ability from DT to C1 is 30.11%, DT to C2 is 52.96%, and CI to C2 is 18.08%. The researcher suggests that the use of media in language learning, particularly for speaking students, is absolutely essential. The TikTok media application is one that must be used. Students respond positively and enjoyably to the use of social media in the language learning process.

THE ROLE OF DIVERGENT THINKING IN INTERPERSONAL TRUST DURING THE COVID-19 PANDEMIC: CREATIVE ASPECTS

Interpersonal trust relies on positive expectations about other people. Social psychology distinguishes ingroup (individuals share social identity, e.g., family) from outgroup trust (individuals do not share social identity, e.g., strangers). We conducted an experimental study to test if divergent thinking, which relies on an inclusive processing mode, differently affected ingroup and outgroup trust during the lockdown due to the COVID-19 pandemic. A sample of 114 healthy college students, with no prior or current COVID-19 infection (mean age = 23.66, sd = 2.53, 89% women) was recruited. Interpersonal trust was measured by three ingroup and three outgroup trust items. Divergent thinking was measured by the alternative uses task, which asked to find alternative uses for common objects. Divergent thinking was scored by two independent raters in terms of fluency and quality of ideas. To control for generalized anxiety and mood states, the generalized anxiety disorder scale and the Positive and Negative Affect Schedule were administered, respectively. To control for the inclusiveness of divergent thinking performance, the alternative uses task was administered using three types of instructions. Thus, the sample was divided in three groups of 38 participants according to the divergent thinking task instructions: “be-fluent: find as many different uses for the objects”, “be-creative: find creative uses for the objects”, and “be fluent and creative: find as many different and creative uses of the objects”. The hierarchical regression analyses showed that the quality, but not the quantity of divergent thinking positively predicted only outgroup trust, whereas the mood positively predicted ingroup trust. Divergent thinking task instructions did not affect interpersonal trust. Thus, in the context of the COVID-19 pandemic, the quality of divergent thinking supports only outgroup trust based on the inclusive processing mode, meaning that people showing high ability to produce uncommon, remote and clever ideas are more inclusive and by consequence more prone to trust strangers. Limitations and implications are discussed.

Development of Diagnostic Test in Reading for Grade 7

Reading is unquestionably a crucial component of any educational system because it not only underlies it but also permeates its aspects. Therefore, reading should be appropriately assessed. This mixed-methods developmental study developed a test package for assessing the reading competency of Grade 7 learners. The researcher used a variety of scales for validation, attribute assessment, assessment adherence principles, and indicators of a good reading diagnostic test. Analysis methods included mean, weighted mean, difficulty-discrimination indices, and Cronbach's Alpha. It was revealed that the comprehension test has a strong reliability score for a classroom test (a=.700). In contrast, the vocabulary test has a somewhat low-reliability score (a=.600). The validity results indicated that the fluency test was extremely valid (4.535), while both vocabulary and comprehension tests were very valid (4.322, 4.486). It was described as very good (4.33), and the experts concurred that it adheres to the indicators of a good reading diagnostic test (fluency: 1.00; vocabulary: 0.97; and comprehension: 0.97). Generally, the reading diagnostic test is a valid and reliable instrument for assessing students' reading competence levels, particularly in terms of fluency, vocabulary, and comprehension, but further validation is required.

Communicative Language Teaching for an Enhanced Speaking Competence of Grade 11 Students in Sta. Lucia National High School

This study aimed to determine the effectiveness of communicative language teaching, such as content-based and task-Based instruction, in enhancing the speaking competence of grade 11 students in terms of fluency, vocabulary, grammatical accuracy, and pronunciation. The researcher hopes that the problems encountered in speaking might be alleviated through the study's outcomes and further promotes the use of the approaches used in this study. The use of these approaches paved the way to enhance further speaking competence in fluency, vocabulary, grammatical accuracy, and pronunciation. This might open doors to those students who are hesitant to express their ideas in speaking not only in English subjects but also in other disciplines. Through the study's findings, the possible approaches in further promoting these approaches will be clear and hopefully effective. Meanwhile, the study's findings on enhancing the students' speaking competence using communicative language teaching resulted in significant differences in fluency and grammatical accuracy. Whereas in terms of vocabulary and pronunciation, no significant difference was found. The results revealed that in terms of speaking competence, students have improved. However, the results also show that vocabulary and pronunciation skills are the competence found to have found the least mastered by the students since they are still in the adjustment period from the pandemic. They needed to be given more exposure to the vocabulary and practiced their pronunciation skills.

VOCATIONAL HIGH SCHOOL STUDENTS’ PERCEPTION ON THE USE OF TASK-BASED LEARNING (TBL) IN SPEAKING CLASS

Task-based learning (TBL) has been widely discussed among recent researchers. Its implementation is proven to be beneficial for English as foreign language teaching method. Many previous studies bring in its evident efficacy to increase vocational high school students' basic language abilities. This study used survey research that aimed to explore vocational high school students’ perception on the use of TBL to enhance their speaking skills. Quantitative data were obtained through a questionnaire as the instrument which was distributed to approximately 103 11th grade Office Authorization and Governance students at one of vocational high schools in Kediri. The findings revealed that students had a positive perception on the use of TBL to enhance their speaking skills because they felt relaxed when they are taught English using TBL, they feel motivated to learn English using TBL, and they perceive that TBL should be used more during English class. Furthermore, they also saw improvements in their speaking skills, in terms of fluency, pronunciation, grammar, and vocabulary. This study was to gain perceptions on task-based activities limited to discussions, presentations, and giving and receiving feedback and it was focused on learning descriptive text. A suggestion for the teachers is they may broaden the variation of the task-based activities while teaching the students, thus it could adapt to different genre texts. The researchers also came up with a recommendation for future researchers to explore students’ perceptions of their difficulties when the teachers implement TBL.Keywords: task-based learning, speaking skills, English for Specific Purposes

Moral Education Values in the Qur'an Recitation at the Bolo District, Bima Regency Marriage Ceremony

ABSTRACTTitle : Moral Education Values in the Qur'an Recitation at the Bolo District, Bima Regency Marriage CeremonyThe objectives of this study were to 1) explain and analyze the role of moral education values in memorizing al-Qur'an recitations during wedding ceremonies in the Bolo community of Bima Regency. 2) to elaborate on the practice of memorizing Qur'an recitations during community wedding ceremonies. Bolo is located in the Bima Regency.This was a qualitative study that took a phenomenological approach through the use of interdisciplinary approaches such as pedagogical, psychological, and normative perspectives. These diverse approaches were capable of explaining the importance of moral education in memorizing the Qur'an recitations at the Bolo community's wedding ceremony, ranging from the importance of moral education, descriptions of memorizing recitations, etiquette in memorizing al-Qur'an recitations, fluency, to the relationship between memorizing and memorizing. recitation in conjunction with marriage.The study's findings indicated that while the reality of moral education values in memorizing al-Qur'an recitations was observed in the people of Bolo District, Bima Regency, particularly those related to memorizing al-Qur'an recitations, they needed to be improved and implemented optimally. As for the value of moral education in memorizing al-Qur'an recitations in the community of Bolo District, Bima Regency, it could be seen from the perspective of faith; exemplary could also be seen in the community's use of time; the community's empathy was quite good, even if some were found to be indifferent; however, sustainable development was required; however, when viewed from the perspective of responsibility, it was quite good, because it was quite v The description of memorizing the Qur'an recitations can be seen in two things that the community believes: To begin, memorizing served as a preventative measure against negative events, as it aided in the development and control of the community, requiring constant interaction and an understanding of the Qur'an's value. Second, as the source of Allah's mercy, as it contained an assembly of the Qur'an. Additionally, adab in recitations can be viewed from two perspectives: etiquette regarding reading and etiquette regarding dress in recitations. It was excellent in terms of fluency. The connection between memorizing recitations and marriage can be explained in three ways: first, it was believed to be a blessing; second, it was the hope of becoming a Qur'anic family; and third, it was the desire to become a Qur'anic family. Third, a social culture that had developed into a habit that necessitated activity.This research implied that various forms of Qur'an recitation activities that benefited moral education values and were carried out by the people of Bolo District, Bima Regency, should have been evaluated as efforts / constructive input in a memorizing activity. recitation of the Qur'an during the Bolo District's wedding ceremony. The evaluation included all stakeholders, including the government, parents, and society. Additionally, with various activities coupled with Qur'an recitations in the community of Bolo District, Bima Regency as indigenous wisdom and culture infused with religious values, the activities associated with weddings and other events should be developed and improved. in a variety of activities, both social and religious, which, of course, adds its value and unique style to moral values that are necessary throughout the ages. Keywords: Moral Education Value, Haflah Tilawah and Marriage.

Hybrid brain/neural interface and autonomous vision-guided whole-arm exoskeleton control to perform activities of daily living (ADLs)

BackgroundThe aging of the population and the progressive increase of life expectancy in developed countries is leading to a high incidence of age-related cerebrovascular diseases, which affect people’s motor and cognitive capabilities and might result in the loss of arm and hand functions. Such conditions have a detrimental impact on people’s quality of life. Assistive robots have been developed to help people with motor or cognitive disabilities to perform activities of daily living (ADLs) independently. Most of the robotic systems for assisting on ADLs proposed in the state of the art are mainly external manipulators and exoskeletal devices. The main objective of this study is to compare the performance of an hybrid EEG/EOG interface to perform ADLs when the user is controlling an exoskeleton rather than using an external manipulator.MethodsTen impaired participants (5 males and 5 females, mean age 52 ± 16 years) were instructed to use both systems to perform a drinking task and a pouring task comprising multiple subtasks. For each device, two modes of operation were studied: synchronous mode (the user received a visual cue indicating the sub-tasks to be performed at each time) and asynchronous mode (the user started and finished each of the sub-tasks independently). Fluent control was assumed when the time for successful initializations ranged below 3 s and a reliable control in case it remained below 5 s. NASA-TLX questionnaire was used to evaluate the task workload. For the trials involving the use of the exoskeleton, a custom Likert-Scale questionnaire was used to evaluate the user’s experience in terms of perceived comfort, safety, and reliability.ResultsAll participants were able to control both systems fluently and reliably. However, results suggest better performances of the exoskeleton over the external manipulator (75% successful initializations remain below 3 s in case of the exoskeleton and bellow 5s in case of the external manipulator).ConclusionsAlthough the results of our study in terms of fluency and reliability of EEG control suggest better performances of the exoskeleton over the external manipulator, such results cannot be considered conclusive, due to the heterogeneity of the population under test and the relatively limited number of participants.

Supporting creative problem solving in primary geometry education

This intervention study aimed to identify how creative thinking can be supported in geometry education. Fifth-graders received five geometry lessons that incorporated divergent and convergent thinking. Children were assigned to a condition with either no creative thinking support (n = 60), support for divergent thinking (partial support; n = 55) or support for divergent and convergent thinking (full support; n = 59). Divergent thinking was assessed by a multiple-solution task and scored in terms of fluency, flexibility and originality. Convergent thinking was assessed by an idea evaluation task. Repeated measures MANOVA showed that different aspects of divergent thinking (i.e., fluency, flexibility and originality) benefited from different types of support. Students’ fluency scores improved in the full support condition, but decreased in the other two conditions. A reverse pattern was found for flexibility and originality, which decreased in the full support condition but increased in the other conditions. No time and condition effects were found for convergent thinking. In all conditions, there was a non-significant increase in geometry scores. However, geometry performance differed between conditions, and was lower (across pretest and posttest) in the full support condition than in the no support and partial support conditions. These results provide some initial evidence that divergent thinking can be promoted in geometry education. Convergent thinking, on the other hand, might be more difficult to support effectively. As different types of support seem to affect different aspects of divergent thinking, teachers might consider adapting support to the specific task or individual needs of children.

원천텍스트 난이도와 기계번역 품질에 대한 고찰 - 구글 한영 법령번역 사례를 중심으로

This paper attempts to investigate the relationship between the source text difficulty and the quality of machine translation output. We examined the results of human evaluation of the Korean-English statutory translation by Google Translate and the source text difficulty measured in terms of lexical and terminological difficulty and syntactic complexity. The translations of two different statutes revealed varying correlation patterns examined in terms of fluency, accuracy, terminology and others. The results demonstrate that the two source texts’ syntactic complexity had a negative correlation with the machine translation quality evaluation. In other words, Google Translate was found to be weak at translating long and syntactically complex sentences. On the other hand, lexical and terminological difficulty did not have any correlation with the results of human evaluation despite the fact that statutes contain a lot of difficult words. Overall, the source text difficulty had a strong negative correlation with the human evaluation results, which was generally supported by the evaluators’ comments on fluency and accuracy errors.

What predicts word reading in Arabic?

Efficient and accurate word reading ability is critical for later reading success. As such, it is important to understand the component skills that underlie strong word reading ability. Although a growing research base points to the importance of phonological processing, morphological processing and orthographic processing for accurate and fluent word reading in Arabic, there are few studies that examine all three areas at one time to better understand their role in word reading. Additionally, it remains unclear whether the contribution of the various processes might differ across the early years when children are learning to read. 1,098 pupils in grades 1-3 participated in this study and took tests for phonological processing, morphological processing, orthographic processing, and word reading accuracy and fluency. According to the findings of regression analyses, the relative contribution of these underlying processes differed according to the method used to test word reading and the student's grade level. Regarding accuracy, several subscales of phonological processing and two measures of orthographic processing accounted for significant differences in word reading accuracy for first graders. For second grade students, nonword repetition, elision, and all three measures of orthographic processing accounted for variance. In third grade, elision and memory for digits, word creation and morpheme identification, and letter/sound identification and orthographic fluency were significant predictors of word reading accuracy. In terms of fluency, two subscales of phonological processing, two measures of orthographic processing, and two measures of morphological processing explained significant differences in word reading fluency for first graders. For second grade students, nonword repetition, elision, RAN-digits, isolation, segmenting and all the measures of orthographic processing and word creation explained unique variance in word reading fluency. In third grade, elision, RAN-letters, RAN-digits and phoneme isolation, all measures of orthographic processing and morphological processing, explained variance in word reading fluency. Implications and future directions in research are discussed.

Developing Students' Speaking Ability Through Infographics Media at MAN 4 Bone

The purpose of this study was to determine whether the use of Infographics with MAN 4 Bone students in the tenth grade improved students' speaking skills in terms of fluency, fluency, and vocabulary accuracy. Researchers used a pre-experimental design and quantitative methods using one group for pre and post-tests.In the academic year 2021–2022, 87 students of class X MAN 4 Bone are the population of this study. To select the research sample used cluster random sampling method. The speaking test was used as a data collection method.The results showed that Infographics Media succeeded in improving students' speaking ability. Children's eloquence supports it. The mean pre-test score was 4.82, while the post-test mean score was 7.58. The average pre-test for students' accuracy was 5.10, while the post-test average increased to 7.79. Both the accuracy and fluency value of the t-test were higher than the t-table value (17.82 > 1.701) and the accuracy value of the t-test was higher than the t-table value (16.61 > 1.701). As a result, the Null hypothesis was refuted and the Alternative Hypothesis was adopted. The study researchers came to the conclusion that Infographics media improves students' speaking ability.

THE IMPLEMENTATION OF TEXT-BASED TASK IN LANGUAGE LEARNING IN IMPROVING THE STUDENTS’ WRITING SKILL AND CREATIVITY

This research aimed to find out 1) whether or not the use of text-based tasks in language learning improved students’ writing skill and 2) whether or not the use of text-based task in writing increased students’ creativity in terms of fluency, flexibility, and originality. This research employed quasi-experimental design with two groups; control and experimental. It used pre-test and post-test as the instruments of the research for both tests: writing test and creativity test. In treatment, experimental group was taught by applying text-based task whereas control group was conventional method; three phases technique. The result of data analysis showed that the use of text-based task in language learning improved students’ writing skill. It can be seen from the mean score, standard deviation, and scoring classification of experimental group which are improved significantly and also from the component of writing where scores of content, organization, language use, and mechanics of students in experimental group are higher than control group. The t-test value of writing in posttest was 3.895 ≥ t-table 2.000; it means that the alternative hypothesis is accepted. Text-based task improved students’ writing. The result also showed that students’ ability to produce number of category of ideas (flexibility) and produce new idea (originality) as part of creativity improved significantly through text-based task whereas the number of ideas (fluency) did not show significant improvement.

Patterns of Attention and Quality in English-Chinese Simultaneous Interpreting with Text

Simultaneous interpreting with text (SIMTXT) is generally seen as being cognitively more demanding than either simultaneous interpreting (SI) or sight translation (STT). However, little research has been done on how interpreters allocate their attention proportionally during SIMTXT between their auditory and visual attention. This study examines attention patterns during SIMTXT and investigates the relationship between the interpreters’ attention patterns and the quality of the interpreting output. Nine professional interpreters were recruited for SIMTXT, interpreting six English STs into Chinese. The interpreters listened to the audio input while the transcribed text of the audio input was displayed on the screen by Translog-II. The eye movements were recorded by an eye-tracker (Tobii TX300) while their interpretations were recorded by Audacity. The gaze and the spoken data (source and target) were synchronized on a word-level and aligned with the final STs and TTs. We explored and categorized the visual and auditory attention patterns based on their ear-voice span (EVS), eye-voice span (IVS), and ear-eye span (EIS) and found three types of attention patterns in our data, namely, ear-dominant (ED), eye-dominant (ID), and ear-eye-balanced (EIB). In addition, the interpreting output was annotated by three professional interpreters based on an error taxonomy adapted from Multidimensional Quality Metrics (MQM). We found that the EIB interpreters produced the lowest translation quality in terms of total error numbers and accuracy, followed by ED, and then ID interpreters. ED interpreters produced the highest translation quality in terms of fluency, followed by EIB, and then ID interpreters.