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Vol. 23:1 (2025) ► pp.1–26

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Unveiling the strengths and weaknesses of technology in interpreter training

A literature survey

ORCiD logo with link | Hong Kong Metropolitan University
Published online: 14 January 2025
DOI logo with link
https://doi.org/10.1075/forum.23028.cha
Abstract
Thanks to the advancement of technology, there has been much growth in research on integrating technologies into language teaching and learning over the past few decades. The COVID-19 pandemic has accelerated the development of educational technology and online learning. While the use of technology has been extensively investigated and reviewed in English language teaching contexts, especially in English as a second/foreign language, computer-assisted interpreter training (CAIT) has been under-researched and reviewed. This paper aims to provide an aerial view of ways in which interpreting learning has been reconciled with different types of technological tools explored in the existing literature. It traces how these tools have been incorporated into interpreter training over time, discusses studies on CAIT, and provides some insights into research needs for future work. The paper discusses, evaluates, and analyses previous research on CAIT based on the three main types of technologies/tools used in interpreter training — computer-assisted interpreting (CAI) tools, virtual reality (VR), and a combination of mobile and virtual/extended reality (VR/XR) technologies. Prior research on CAIT has generally indicated that the benefits of CAIT outweigh the shortcomings. While there has been steady growth in research on CAIT, this paper concludes that more theory-grounded experiential studies are needed to explore the effectiveness and factors influencing multiple emerging technologies in various language contexts.
Résumé
Grâce aux progrès technologiques, la recherche sur l’intégration des technologies dans l’enseignement et l’apprentissage des langues a connu une croissance au cours des dernières décennies. La pandémie de COVID-19 a accéléré le développement de la technologie éducative et de l’apprentissage en ligne. Alors que l’utilisation de la technologie a été largement étudiée et analysée dans le cadre de l’enseignement de l’anglais, en particulier en tant que langue seconde ou langue étrangère, la formation des interprètes assistée par ordinateur (CAIT) n’a pas fait l’objet d’autant d’études ni de revues. Cet article vise à offrir une vue d’ensemble des moyens par lesquels l’apprentissage de l’interprétation a été intégré avec différents types d’outils technologiques explorés dans la littérature existante. Il retrace comment ces outils ont été progressivement incorporés dans la formation des interprètes, discute des études sur la CAIT, et fournit des perspectives sur les besoins de recherche pour les travaux futurs. L’article analyse, évalue, et discute les recherches antérieures sur la CAIT, en se concentrant sur trois principaux types de technologies/outils utilisés dans la formation des interprètes : les outils d’interprétation assistée par ordinateur (CAI), la réalité virtuelle (VR), et une combinaison de technologies de réalité mobile et virtuelle/étendue (VR/XR). Les recherches précédentes sur la CAIT indiquent généralement que ses avantages surpassent ses inconvénients. Bien que la recherche sur la CAIT soit en constante croissance, cet article conclut que davantage d’études expérientielles fondées sur la théorie sont nécessaires pour explorer l’efficacité et les facteurs d’influence de multiples technologies émergentes dans divers contextes linguistiques.
Article outline
  • 1.Introduction
  • 2.Technologies and tools
    • 2.1CAI tools
      • 2.1.1Definitions of CAI tools
      • 2.1.2Advantages of CAI tools
      • 2.1.3Limitations of CAI tools
    • 2.2VR
      • 2.2.1Rationales for using VR
      • 2.2.2Major platforms
        • 2.2.2.1Second Life
        • 2.2.2.2Interpreting in Virtual Reality (IVY)
      • 2.2.3Benefits and limitations
    • 2.3Combination of mobile and VR/XR technologies
      • 2.3.1Mobile-assisted language learning (MALL)
      • 2.3.2Combination of mobile and VR technologies
      • 2.3.3Combination of mobile and XR technologies
  • 3.Future studies and conclusion
  • References
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Cited by three other publications

Chan, Venus
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Chan, Venus
2025. Impact of an extended reality-powered mobile application: an experimental study in interpreting classes. Interactive Learning Environments ► pp. 1 ff. DOI logo
Chan, Venus
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