Introduction
Rationale of the study
Students in tertiary education often encounter negative emotions like academic stress and anxiety, which adversely affect their emotional and physical well-being (Pascoe et al., 2020) It is crucial for educational institutions to implement strategies that alleviate student stress and enhance the quality of education Additionally, psychological challenges are prevalent in the fields of translation and interpretation, with numerous studies exploring these issues.
Stress in translation and interpretation can lead to physical fatigue, including back pain and eye irritation, as highlighted by Korpal (2021) Interpretation, in particular, is a more stressful task than translation, as it demands real-time decision-making from interpreters, according to Rajabi and Yousefi (2022) Furthermore, psychological issues also arise in interpreting classes, where psychophysical responses such as stress, heart rate, and eye movement can be quantitatively assessed using methods like eye-tracking and galvanic skin response (GSR) As a result, interpreters must not only possess academic knowledge but also develop skills to manage psychology-related challenges during the interpreting process.
In Vietnam, a non-English speaking country, consecutive interpreting (CI) is increasingly taught, particularly for English-Vietnamese and vice versa However, students face challenges as they must enhance both their interpreting skills and language competence in English and their native tongue, leading to significant stress While they receive training in interpreting techniques at school, there is a lack of support from instructors regarding the management of negative emotions during the interpreting process This absence of guidance makes it difficult for students to recognize and address their psychological issues, highlighting the need to identify the sources of anxiety they encounter.
Aims of the study
Students at the Faculty of English at Hue University often perceive interpretation as a challenging major fraught with psychological pressure Chiang (2010) notes that the complexity of interpretation learning anxiety extends beyond typical foreign language anxiety, as it hinges on the students' listening and speaking skills in both the source and target languages Additionally, consecutive interpreting demands specific skills such as note-taking, short-term memory, and concentration, which are primarily developed in classroom settings This study aims to explore the anxiety experienced by student interpreters during consecutive interpreting practice, focusing on the Faculty of English at Hue University, and seeks to answer two key research questions regarding this phenomenon.
1 What causes interpreter students’ anxiety in the pre-interpreting stage when practicing consecutive interpreting?
2 What causes interpreter students’ anxiety in the delivering stage when practicing consecutive interpreting?
Significance of the study
Many students face psychological challenges during interpreting classes, prompting an investigation into the sources of their negative emotions By understanding these factors, students can devise strategies to reduce anxiety and enhance their confidence Additionally, these insights assist interpreting trainers in developing effective teaching methods and programs aimed at alleviating student stress in such situations.
Scope of the study
This study was conducted at HU-HUFLIS within the Translation and Interpreting Division of the Faculty of English, where the interpreting major is recognized as the most stressful and challenging Students not only learn new interpreting skills but also need to enhance their language competence, facing numerous challenges that can contribute to increased anxiety.
Data was gathered from interpreting students with limited practical experience, encompassing both quantitative and qualitative aspects The quantitative findings revealed the levels of anxiety associated with various sources, while the qualitative insights offered a deeper understanding of the specific anxiety triggers faced by the students.
Structure of the study
Chapter 1: Introduction briefly presents the basic concepts of the study including the rationale of the study, the aims of the study, the significance of the study, the scope of the study, and the structure of the study
Chapter 2: Literature Review provides the theoretical background of the study which is divided into five parts Firstly, the basic definition of consecutive interpreting is presented The second section presents the sources of students’ anxiety in the pre-interpreting stage which include active listening, note-taking skills, and cross-cultural awareness Similarly, the next segment presents the students’ anxiety in the delivery stage regarding short-term memory and public speaking skills Next, the students’ anxiety relating to evaluation from classmates is discussed Lastly, the concept of coping strategies used by students to overcome anxiety in interpreting classes is presented
Chapter 3: Methodology shows the methodology used in the current study, containing the research design, research setting which includes research participants and research instruments, data collection, data analysis, and validity and reliability of the study
Chapter 4: Findings and Discussion provides the findings and the discussion of the study, consisting of three main parts The first and the second segments present the results and discussion related to students’ anxiety in the pre-interpreting stage and the delivery one The last part shows the results of students’ coping strategies used to overcome anxiety in the interpreting classes
Chapter 5: Conclusion and Implications gives the summary of the study’s findings, together with implications for interpreting students and teachers It also discusses the study’s limitations and provides some recommendations for future studies.
Literature Review
What Is Consecutive Interpreting?
Consecutive Interpreting (CI) involves interpreters conveying messages to audiences after listening to speakers, often utilizing note-taking techniques as speeches are divided into manageable segments During this process, interpreters must actively listen and analyze the content to accurately understand and communicate the intended message in the target language.
In the Effort Models for CI, Gile (2009) divides the CI process into two phases: the comprehension (or listening and note-taking) and the speech production (or reformulation) as follows:
Phase one: listening and note-taking
Phase two: target-speech production
In the early stages of interpretation, professionals prioritize speech analysis and active listening, which are essential for retaining key details in their short-term memory To enhance their focus on the speaker's message, interpreters must also cultivate effective note-taking skills, ensuring a seamless integration of these elements for optimal performance.
In phase two, interpreters integrate their notes and memory to convey messages to the target audience, allowing for a more measured delivery compared to the first phase, where they needed to keep pace with speakers This shift enables interpreters to control the speed of their communication, reducing the pressure of real-time interpretation.
The interpreting process is complex and influenced by various factors that affect interpreter performance According to Chunli et al (2021), key elements such as note-taking techniques, quick response abilities, and cultural awareness significantly impact interpreters This study will explore the anxiety experienced by interpreter students, utilizing Gile’s (2009) Effort Models for Consecutive Interpreting, which have been adapted to encompass both pre-interpreting and delivery stages Each stage requires interpreters to engage distinct skills and knowledge to succeed, which will be discussed in detail in the following sections.
Basic Skills in the Pre-interpreting Stage
The process of listening in interpretation is notably more complex than general listening (Ma, 2013) According to Movahedi and Rahmatabadi (2016), effective listening skills and the analysis of the source language are crucial for high-quality interpreting Setton and Dawrant (2016) emphasize that mastering effective listening is essential, as interpreters cannot accurately convey ideas they only partially understand Active listening, defined by Barker (1971) as listening with a purpose, requires interpreters to remain focused and engaged with the speaker's message This proactive approach enables interpreters to grasp key information and the speaker's logic While interpreters do not need to understand every detail in both languages, they must continually enhance their language proficiency, particularly in undergraduate courses where many student interpreters may lack confidence due to their bilingual skills (Ivars et al., 2014).
Besides being proficient in both source and target languages, the interpreters also need to have good note-taking skills to assist their memory Maafa and Maina
(2022) define note-taking skills as “a process of writing down the needed information, ideas, and main points” (p 25) As Jabaghyan (2021) once indicates:
Note-taking is a crucial skill for interpreters, as it helps manage short-term memory and alleviates the anxiety of forgetting translated material By effectively organizing notes, interpreters can handle longer and more complex texts with greater ease.
Note-taking in consecutive interpreting (CI) involves two key features, as highlighted by Lu (2013) Interpreters should focus on capturing essential information, such as time, figures, and proper names, rather than attempting to write everything down This approach helps alleviate the cognitive load on memory Additionally, each interpreter is encouraged to create personalized note-taking systems and techniques to efficiently record key points while actively listening.
Ma (2013) categorizes note-taking into four key types: main ideas, connections between ideas, the original text's perspective, and additional information such as numbers and dates Interpreters can use either the source or target language for note-taking, depending on what suits them best However, challenges like speaker speed and writing issues, including grammar and vocabulary limitations, can lead to anxiety and distraction Therefore, mastering note-taking skills is crucial for interpreters to maintain focus and effectively capture important information during speeches.
Simbirtseva (2020) asserts that interpretation involves analyzing culture as a nonlinear text, revealing the meanings and values inherent in historical and cultural contexts, and highlighting their significance for contemporary understanding.
Spencer-Oatey and Xing (2010) emphasize the critical role of cultural factors in enhancing interpreters' engagement and effectiveness as intercultural mediators Interpreters are tasked not only with conveying messages but also with transferring culturally relevant elements from the source language to the target language, highlighting the importance of cultural understanding in interpretation.
The California Healthcare Interpreters Association (2002) defines four primary roles for interpreters including message converter, message clarifier, cultural clarifier, and patient advocate Accordingly, the third role is explained as follows:
The cultural-clarifier role of interpreters extends beyond mere word clarification, encompassing various actions aimed at enhancing communication between parties from different cultural backgrounds Interpreters remain vigilant for cultural terms or concepts that could cause misunderstandings, prompting them to adopt the cultural clarifier role to facilitate effective communication.
Cultural differences can lead to misunderstandings and miscommunications, significantly impacting the interpreting process due to the close relationship between language and culture Therefore, interpreters must possess cross-cultural knowledge to ensure accurate interpretations, as cultural elements are essential in consecutive interpretation.
1365) Lack of knowledge about cultural-specific terms may make the interpreters anxious as they cannot understand those terms in the source languages to translate into the target languages.
Basic Skills in the delivery stage
Psychological studies differentiate between short-term memory (STM) and long-term memory (LTM), with STM playing a critical role in interpretation by allowing interpreters to retain information for a brief period, typically until the completion of a translation (Jabaghyan, 2021) During the delivery stage, STM aids interpreters in recalling essential information to accurately convey messages in the target language Movahedi and Rahmatabadi (2016) note that incoming messages can be encoded as acoustic, visual, or semantic data in STM Kriston (2012) emphasizes that STM primarily relies on auditory input, which necessitates careful attention from interpreters, as information only lasts up to thirty seconds before being forgotten Lu and Chen (2013) further highlight the importance of STM in consecutive interpretation (CI), where interpreters must quickly find equivalent terms for numbers, terminologies, and proper nouns to prevent loss of information.
Students training to become interpreters must confront their fear of public speaking, as effective interpretation requires the ability to convey messages confidently to an audience (Zhao, 2022) In addition to mastering interpreting skills, strong public speaking abilities are essential for successful interpretation Setton and Dawrant (2016) emphasize that "effective speaking is a core skill in interpreting," highlighting the necessity for interpreters to deliver speeches in fluent and standard native language, which differs significantly from everyday conversation.
In 2016, it was noted that a native language typically refers to the mother tongue or the primary language of education Mastery of a second language allows interpreters to comprehend speakers effectively and convey messages accurately in the target language, boosting their confidence in their roles Ma (2013) emphasized the importance of clear and loud voice delivery, along with consistent pronunciation during interpretation Additionally, interpreters should be mindful of their non-verbal communication and gestures while addressing the audience.
Evaluation from classmates
Students often experience anxiety when presenting their interpretations in front of the class, largely due to the fear of evaluation from their peers Speaking is the language skill that typically induces the most anxiety in foreign language classrooms, and this anxiety intensifies during public performances as students worry about making mistakes and being judged negatively The fear of negative evaluation significantly contributes to the overall anxiety experienced in foreign language classes.
Coping strategies
“The question of what students are actually doing to cope with their anxiety in language classrooms has received hardly any attention” (Kondo & Yang, 2004, p
Most research on anxiety primarily explores its sources, with limited focus on coping strategies employed by learners Kondo and Ying-Ling (2004) identified five common strategies used by students in language classrooms to manage anxiety: preparation, relaxation, positive thinking, peer seeking, and resignation Additionally, Kosman (2021) categorized the coping strategies of young interpreters into two main types: problem-oriented strategies, such as task focus and preparation, and emotion-oriented strategies, which include distancing and self-irony.
Previous studies
Tzou et al (2012) carried out the research to investigate the effect of language proficiency on simultaneous interpreting (SI) and on the working memory span of
36 Chinese–English speakers, including 20 undergraduate interpreting students and
16 graduate students in different fields The result showed that there was a positive relationship between L2 language proficiency and memory capacity and SI performance
Chunli et al (2021) conducted semi-structured interviews to identify key factors influencing the quality of consecutive interpreting (CI) among skilled interpreters Their research revealed three critical elements that impact CI performance: effective note-taking techniques, the ability to respond quickly, and a strong understanding of cultural knowledge One interpreter emphasized the importance of developing a personal note-taking system, cautioning against the attempt to transcribe every word, as this could lead to the omission of more significant information.
Another interviewee agreed that the lack of cultural knowledge made it difficult for her to accurately interpret when the speaker talked about culture
In a 2018 study by Radeva and Saržoska-Georgievska, the relationship between interpreting and intercultural awareness was explored among 33 professional interpreters in the Republic of Macedonia, with experience levels ranging from 2 to 30 years The results revealed that while a significant majority (78.78%) of participants recognized the concept of Intercultural Competence, only a small fraction (18.18%) had received formal training in Intercultural Communication.
Hale (2014) conducted a survey involving 138 interpreters and 148 judicial officers in Australian courts to explore cross-cultural issues in interpreting The findings revealed that while 55% of interpreters recognized potential cross-cultural misunderstandings, many chose not to inform the court or tribunal, with 24% opposing the idea of providing additional explanations, viewing it as outside their role Furthermore, despite 87% of judicial officers expecting interpreters to raise alerts, interpreters often felt uncertain about when and how to do so Hale’s study underscores three critical issues: the challenges of cross-cultural misunderstandings in interpreting, the responsibility of interpreters to notify courts of these issues, and the absence of clear protocols guiding interpreters on how to address such misunderstandings.
Maafa and Maina (2022) emphasized the importance of note-taking skills for interpreters in their study on the impact of note-taking on consecutive interpreting (CI) among twenty EFL students at Larbi-Tebessi University The findings revealed that participants found their notes beneficial for translating tasks, understanding key ideas from speeches, and enhancing memory retention This suggests that effective note-taking not only alleviates cognitive load but also allows for review as needed Furthermore, the study highlighted that well-organized notes are crucial for successful message delivery in CI.
A study by Lu and Chen (2013) highlights the significant impact of memory on interpreting performance, based on data collected from 83 students who completed two interpreting training courses at Nanjing University of Science and Technology The research revealed that 39% of participants identified "failure to memorize" as a key factor contributing to delays in the interpreting process Additionally, the study noted that novice interpreters faced considerable pressure due to their limited experience Interestingly, many participants expressed uncertainty about the effectiveness of specialized memory training in enhancing their interpreting skills.
Research highlights the importance of active listening, note-taking, language proficiency, cross-cultural awareness, short-term memory, and public speaking during both the pre-interpreting and delivery stages of the interpreting process Several studies have explored the connections between these essential skills and successful interpretation outcomes.
Ivars and Calatayud (2001) conducted a comprehensive study involving 197 final-year Translation and Interpretation students at the University Jaume I in Castellón, Spain, over three academic years to examine the interplay between public speaking anxiety, fear, and interpreting performance Utilizing both qualitative and quantitative methods, the research involved students completing questionnaires assessing their confidence in public speaking and anxiety levels during interpretation, followed by a final interpreting exam of a 6 to 8-minute speech The results indicated a positive correlation between high anxiety levels and low confidence in public speaking; however, surprisingly, anxiety did not negatively impact the students' interpreting performance, nor was it linked to public speaking anxiety.
In 2016, Arnaiz-Castro and Díaz conducted a study on 153 Spanish translation and interpreting students to investigate the impact of anxiety on the interpreting process Participants, with English proficiency levels ranging from B2 to C1, reported that 87.58% experienced average to high anxiety levels The study found that younger learners tend to feel more apprehensive in evaluative situations and often anticipate negative judgments from teachers, leading to increased anxiety compared to older learners Additionally, students with better language skills reported lower anxiety levels Notably, female participants exhibited higher anxiety levels than their male counterparts.
In a study conducted by Kosman (2021), the coping strategies of eight inexperienced young interpreters in Poland were examined through semi-structured interviews The research aimed to explore the interpreters' perceptions of their roles, the challenges they faced during the interpreting process, and the solutions they employed to address these challenges Notably, the findings indicated that lower proficiency in working languages correlates with increased stress levels The young interpreters predominantly utilized two types of coping strategies: emotion-oriented strategies, such as distancing and self-irony, and problem-oriented strategies, which included task focus and preparation While they adapted their strategies to various situations, emotion-oriented approaches were found to be more prevalent.
In 2021, Suparlan conducted a study on anxiety sources in English-speaking classes at MTs Darul Ishlah Ireng Lauq Lobok Barat, involving 42 students Utilizing a combination of questionnaires and semi-structured interviews, the research identified 10 factors contributing to student anxiety Notably, the fear of making mistakes and receiving negative evaluations from peers led to feelings of embarrassment and anxiety, as students felt judged by their classmates Consequently, participants expressed a fear of being laughed at and negatively assessed while speaking English in front of the class.
A recent study by Rajabi and Yousefi (2022) investigated the connection between classroom anxiety, emotional intelligence, and the quality of consecutive interpreting performance among thirty Iranian undergraduate English translation students The research revealed that heightened interpreting anxiety adversely impacted the students' performance quality, particularly in terms of accuracy and delivery Additionally, the findings highlighted that students with lower levels of interpreting classroom anxiety tended to perform interpreting tasks more successfully compared to their more anxious peers.
Research by Zhao in 2022 highlights the detrimental impact of anxiety on the interpreting process, particularly among 53 senior translation and interpreting students in China The study found that higher anxiety levels correlated with increased speech disfluencies, such as fillers and repetitions, during consecutive interpreting tests Anxious students were more prone to distractions from their surroundings, leading to decreased concentration Furthermore, Zhao suggested that anxiety not only affects speech disfluencies but also has a broader influence on understanding the source language and delivering the target language effectively.
Research highlights various factors that induce anxiety in interpreters during the interpreting process, including memory, note-taking skills, public speaking, and intercultural awareness While existing studies primarily examine how these factors impact interpreting outcomes, they often overlook the interpreters themselves, who are crucial to the success and quality of performance Additionally, many studies focus on only one or a few elements of the interpreting process, relying predominantly on questionnaires or interviews for data collection Notably, there is a scarcity of research addressing the challenges faced by novice interpreters This study aims to explore the impact of anxiety on essential skills in the consecutive interpreting process among student interpreters, utilizing a mixed-methods approach that incorporates both questionnaire data and semi-structured interviews.
Methodology
Research design
A mixed-methods approach that incorporates both qualitative and quantitative data collection tools offers significant advantages for research This methodology allows for a comprehensive exploration of the research issue from multiple perspectives, where qualitative data can clarify ambiguous findings from quantitative results Furthermore, the integration of these two data types enhances the reliability and persuasiveness of the research outcomes.
Research setting
The study involved 43 senior students from the Faculty of English at the University of Foreign Languages and International Studies, Hue University, comprising 65.1% females and 34.9% males By the time of data collection, all participants had successfully completed three courses in consecutive interpreting (CI) skills and had engaged in numerous practical sessions with peers and instructors during mock conferences and end-of-term assessments.
Both quantitative and qualitative methods will be used to collect the data for this present research
To gain insight into the anxiety experienced by interpreter students during the interpreting process, a questionnaire was employed to gather quantitative data This method is favored in numerous studies for its simplicity, versatility, and cost-effectiveness (Fife-Schaw, 2020), making it particularly effective for collecting data from a large participant pool Thus, the questionnaire serves as an essential tool for this study in obtaining quantitative insights.
Participants completed a questionnaire adapted from Horwitz et al (1986) to gather quantitative data on foreign language classroom anxiety The questionnaire consists of four key sections designed to assess various aspects of this anxiety.
- Personal information: including name and gender of the participants
In the pre-interpreting stage, interpreter students experience anxiety that can be measured using a 5-point Likert scale survey This anxiety is categorized into three main clusters: insufficient active listening, inadequate note-taking skills, and limited cross-cultural awareness Each cluster consists of a varying number of questions, ranging from 3 to 5 items, aimed at identifying the specific sources of anxiety faced by the students.
The article explores the anxiety encountered by interpreter students during the delivery stage, utilizing a 5-point Likert scale to assess their experiences It identifies key sources of anxiety, including challenges related to short-term memory, public speaking skills, and peer evaluations The survey comprises varying numbers of questions across different clusters, with each cluster containing between 3 to 10 questions.
- Open-ended question: coping strategies used by interpreter students
To gain a deeper understanding of the anxiety experienced by interpreter students during both the pre-interpreting and delivery stages of the interpreting process, researchers utilize the interview method This approach enables the collection of valuable insights into the students' feelings and opinions on the subject (Kvale & Brinkmann, 2009; Punch).
In this study, semi-structured interviews were conducted to facilitate open discussions and in-depth exploration of the key themes identified in the questionnaire The interview was structured around guiding questions and probes to enhance the quality of the data collected.
Theme 1: Students’ anxiety in the pre-interpreting stage
1 What are your feelings when listening to the speaker and taking notes?
Do you find that your emotions fluctuate based on the speaker's identity? Do you consistently use the same note-taking methods, or do they change? How do you react when you realize you've overlooked crucial information while attempting to capture the speaker's message?
When preparing to interpret a culture-related topic, one often experiences a mix of excitement and apprehension The anticipation of delving into diverse cultural nuances can evoke a sense of curiosity, while the challenge of accurately conveying culture-specific items may trigger feelings of pressure Encountering these cultural elements in a speaker's discourse often elicits emotional responses that reflect the richness and complexity of the culture being represented, highlighting the importance of sensitivity and understanding in the interpretation process.
Probe: Do you think that your cross-cultural knowledge is good enough? /In your opinion, how important is the role of intercultural awareness in interpreting?
Theme 2: Students’ anxiety in the delivery stage
1 What do you feel when trying to remember the information you have heard before delivering your interpretation?
Probe: If you are unsure about the information that you tried to remember, what do you feel?
2 What do you feel when standing in front of the class and delivering your interpretation?
Probe: Do you prefer standing in front of the class or sitting when delivering your interpretation?
3 What is your feeling towards your classmates' opinions during and after you finish your interpretation?
Probe: What do you feel about your classmates' negative judgments about your interpretation? /How do classmates' negative judgments affect your emotions the next time you deliver your interpretation?
1 What do you usually do to reduce anxiety in interpreting classes?
In interpreting classes, utilizing specific resources and tools can significantly boost confidence and alleviate anxiety It's important to explore whether the same coping strategies are effective across various stages of the interpreting process, as consistency in approach may enhance overall performance and reduce stress.
Data collection
To facilitate data collection and analysis, the questionnaire was distributed to participants using Google Forms, followed by online interviews conducted via Google Meet Both the questionnaire and interviews were conducted in Vietnamese to ensure participants fully understood the research topic.
Prior to distribution to 43 participants, the questionnaire underwent a thorough review by a lecturer specializing in interpreting courses to refine its language and question content Subsequently, it was piloted with 10 interpreter students to ensure clarity and effectiveness.
A total of 43 senior interpreter students from the Faculty of English at the University of Foreign Languages and International Studies, Hue University, participated in a study by responding to a questionnaire distributed through Google Form to gather insights on the identified issues.
After completing the questionnaire, 10 out of 43 participants were randomly selected for individual interviews to gather quantitative data on the anxiety experienced by interpreting students during both pre-interpreting and delivery stages in CI practice The semi-structured interview format allowed participants to answer specific questions while also sharing their personal thoughts and experiences Each interview lasted approximately 20 minutes and was recorded for analysis To ensure personal information security, participants were assigned pseudonyms such as S1, S2, S3, and so on.
Data analyses
SPSS version 23.0 is utilized to analyze data gathered from questionnaires, presenting results through descriptive statistics such as tables and graphs The analysis includes percentages of student responses to Likert-scale statements, along with mean and standard deviation values, providing a comprehensive understanding of students' perceived anxiety in interpreting practice.
The researcher recorded and transcribed semi-structured interviews conducted in Vietnamese, subsequently translating the transcriptions into English To ensure the reliability and accuracy of this process, the English transcriptions were verified by a lecturer from the Translation and Interpretation division.
The qualitative data were analyzed through thematic analysis to identify and categorize recurring ideas from participants, focusing on pre-defined themes that guided the interview questions These themes specifically addressed the sources of anxiety faced by interpreting students during the interpreting process.
Reliability of the study
Reliability in research refers to the consistency of methods used to obtain results, measured by Cronbach's Alpha coefficient, which ranges from 0.0 to 1.0 A coefficient of 0.7 or higher is deemed acceptable, indicating increased reliability In this study, a questionnaire survey featuring 29 Likert-scale items was conducted to assess interpreter students' perceptions of anxiety sources during their consecutive interpreting (CI) process The Cronbach’s Alpha value of 951 demonstrates excellent internal consistency among the questionnaire items, affirming the reliability of the research focus.
Findings and Discussion
Students’ anxiety in the pre-interpreting stage
Table 1 below shows the students’ perceived anxiety levels in the pre-interpreting stage regarding the three sources
Table 1 Students’ Perceived Anxiety Levels in Pre-interpreting Stage (NC) Cluster Number of items in cluster Min Max Mean SD
Students face significant challenges in their intercultural knowledge during consecutive interpreting, with a mean score of 3.69, indicating a need for improvement In contrast, their anxiety levels regarding active listening and note-taking skills are lower, with mean scores of 3.52 and 3.39, respectively.
Table 2 presents the descriptive statistics of students’ responses to questionnaire items about anxiety levels related to active listening skills
Table 2 Descriptive Statistics of Students’ Anxiety Levels Related to Active Listening (NC)
Statements Min Max Mean SD
I am worried that I cannot concentrate on listening to the messages delivered by the speaker
I feel anxious that my active listening skills are not good enough
I am confused if I cannot keep up with what the speaker is saying
I get anxious when I don't understand the English on tapes and videos
I feel uneasy when someone speaks English fast 1 5 2.77 0.97
Interpreting students exhibited significant anxiety when unable to match the speaker's delivery speed, with a mean score of 3.91 Additional sources of anxiety included difficulty understanding audio materials and concentrating on listening, scoring 3.84 and 3.70, respectively In contrast, students reported fewer issues with their listening skills, reflected in a mean score of 3.37, and showed a low level of concern regarding fast English speech, with a mean of 2.77 The high standard deviation values, ranging from 0.92 to 1.23, suggest considerable variation in students' experiences and responses.
Figure 1: Students’ anxiety related to active listening
Many responders expressed anxiety about their active listening skills, with 74% concerned about keeping up with the speed of speech and 70% worried about understanding the content Interestingly, only 21% were specifically worried about fast English speakers This indicates that students often feel stressed when they struggle to follow the speaker and grasp the complete message being conveyed.
Interpreting students express significant concerns about the speaker's accent and speaking speed, which impact their confidence and performance One student noted that a "weird" accent leads to confusion and anxiety, while another feels more at ease with English or American accents, facilitating easier note-taking and interpretation Several students share fears of missing critical information due to fast speech and their listening skills, with one student admitting that struggling to keep pace causes anxiety and diminishes interpreting quality Additionally, the overwhelming amount of information presented can trigger panic, as one student remarked about feeling stressed when faced with excessive data.
This section shows the level of students’ anxiety related to note-taking skills The findings are presented in Table 3 and Figure 2 as follows
Table 3 Descriptive Statistics of Students’ Anxiety Levels Related to Note- Taking Skills (NC)
Statements Min Max Mean SD
I have not developed an established note- taking system
I usually fall behind and cannot follow the speaker if I focus on taking notes
I am confused as I do not know what to note down when listening to the source speech
Figure 2: Students’ anxiety related to note-taking skills
A significant 72% of participants reported not having a personal note-taking system (M=3.81, SD= 98), which contributes to their difficulty in following speeches This suggests that excessive focus on note-taking can lead to missed information Additionally, respondents expressed a moderate level of confusion regarding what to note during speeches (M=3.00, SD= 98), with slightly more students disagreeing than agreeing with the statement Despite this, a notable 44% of students acknowledged that concentrating too much on note-taking hinders their ability to keep up with speakers.
Interviews revealed significant anxiety among students regarding their note-taking skills, with 90% of participants admitting to lacking a consistent note-taking system Their approaches were often flexible and varied based on specific situations, utilizing familiar symbols and abbreviations or outlining key points from speeches Notably, one student mentioned, “I sometimes use simple self-made symbols in Vietnamese In English, I take notes of what the speaker is saying because I cannot get all the information as in Vietnamese.”
The absence of a standardized coding system can hinder students' note-taking efficiency, potentially causing them to overlook crucial information This situation often leads to feelings of anxiety and panic, as experienced by students S1, S6, and S10, who expressed concerns about their ability to accurately interpret the information To cope, many interviewees opted to skip the missing content and focus on the ongoing lecture S2 noted that during the delivery stage, they would rely on their background knowledge to infer the meaning of any omitted information.
Table 4 and Figure 3 below present the students’ anxiety levels regarding cross- cultural awareness in terms of Mean score (M), Standard Deviation (SD), and Percentage (%)
Table 4 Descriptive Statistics of Students’ Anxiety Levels Related to Cross- Cultural Awareness (NC)
Statements Min Max Mean SD
I think I have not accumulated enough cultural knowledge about the target cultures when interpreting
I am afraid that I cannot find the equivalent terms in Vietnamese for culture-specific terms in English when interpreting
I am afraid that I cannot find the equivalent terms in English for culture-specific terms in
I feel anxious when I do not understand the culture-specific terms in English
I feel anxious when I do not understand the culture-specific terms in Vietnamese
Figure 3: Students’ anxiety related to cross-cultural awareness
Cross-cultural awareness is essential for interpreters, yet many interpreting students struggle with intercultural knowledge, as indicated by mean scores nearing 4.00 A significant challenge arises from the difficulty in finding equivalent terms for culture-specific concepts between Vietnamese and English, with 72% and 63% of respondents expressing anxiety over these issues, respectively Additionally, 31 out of 43 students reported challenges in understanding English cultural-specific terms, compared to 25 students for Vietnamese terms Overall, nearly half of the participants felt they lacked adequate cultural knowledge in the target language, which could hinder their interpreting quality.
Interviews revealed that most participants rated their intercultural knowledge as moderate and expressed a desire for improvement, with only one individual feeling confident due to parental support Participants S1, S3, and S9 experienced anxiety when faced with unfamiliar cultural references, fearing their inability to interpret them This aligns with findings from Chunli et al (2021), where a participant noted difficulties in understanding cultural topics due to limited knowledge S4 indicated that his comfort level varied with cultural familiarity; he felt confident with American and English cultures but anxious with unfamiliar ones Similarly, S3's knowledge was primarily centered on Asian, American, and English cultures, highlighting that students are generally more comfortable with popular cultures they have encountered, which can lead to challenges when interpreting topics from less familiar cultures.
Students’ anxiety in delivering stage
Regarding the causes of students’ anxiety in the delivery stage, the results are presented in Table 5 as follows:
Table 5 Students’ Perceived Anxiety Levels in Delivery Stage (NC)
Clusters Number of items in cluster Min Max Mean SD
The respondents reported a significant level of anxiety regarding their memorization techniques and information recall during interpretation, with a mean score of 3.61 (SD= 98) This indicates that they often experience stress when they struggle to remember information while interpreting In contrast, their anxiety related to public speaking skills and peer evaluation was notably lower, with mean scores of 2.89 and 2.92 (SD= 1.21 and 1.16, respectively) This suggests that students face greater challenges with interpreting skills and language competence than with other aspects of the production process.
The findings about students’ anxiety towards short-term memory reported by the respondents are shown in Table 6 and Figure 4 below:
Table 6 Descriptive Statistics of Students’ Anxiety Levels Related to Short- Term Memory (NC)
Statements Min Max Mean SD
I get nervous when I cannot immediately recall information when delivering my interpretation
I am afraid that the information I remember is wrong when delivering my interpretation
I get nervous when I cannot remember the links between the ideas when delivering my interpretation
Figure 4: Students’ anxiety related to short-term memory
Mean scores for the three statements indicate that most participants experience challenges with short-term memory during the delivery stage, with 65% of respondents expressing concern about their ability to recall information instantly Interviewees S1, S6, S7, S8, and S9 reported feelings of anxiety when interpreting information, with S7 stating they were "extremely anxious" about forgetting key points In contrast, those who utilized notes felt more relaxed and confident, as noted by S4, who could effectively deliver the speech based on their notes despite lacking confidence in their memory S2 and S9 also reported positive feelings when relying on their notes, highlighting the importance of note-taking in enhancing students' short-term memory during interpretation delivery.
Students expressed anxiety not only about recalling information but also about understanding the connections between ideas, with a mean score of 3.61 (SD= 98) They recognized the importance of grasping both main ideas and their interrelations during speeches For instance, S8 shared that relying on short-term memory led to confusion about the sequence of points, heightening her anxiety Over half of the respondents (60%) feared that their interpretations might be inaccurate, prompting many to prefer omission strategies to avoid misrepresenting information rather than guessing unknown words S6 and S7 echoed this sentiment, believing it was better to leave out uncertain information than to risk conveying an incorrect message Additionally, S10 experienced negative feelings about not fulfilling her role as a language bridge, while S1 worried about potential criticism from teachers and classmates.
Short-term memory often contributes to anxiety among interpreting students, as many experience negative emotions when they struggle to accurately recall information during the delivery stage.
Public speaking skills are considered as another source of students’ anxiety in the delivery stage The results are presented in Table 7 and Figure 5 below:
Table 7 Descriptive Statistics of Students’ Anxiety Levels Related to Public Speaking Skills (NC)
Statements Min Max Mean SD
I get nervous when I stand in front of the class and deliver the interpretation
It is embarrassing to use gestures or exaggerated expressions
I get impatient when I can't remember grammatical items in English
I get nervous when I speak English aloud in the classroom
If English doesn't come out quickly, I'm in a hurry
I'm worried about my pronunciation and intonation when I speak English
I feel anxious when I can't express what I want to say in English
I get anxious when I poorly deliver my 1 5 3.00 1.13 interpretation in Vietnamese
I’m worried that I might unconsciously use slang and Vietnamese colloquialisms in my interpretation
I get nervous when I do not use the correct lexical items in Vietnamese in my interpretation
Figure 5: Students’ anxiety related to public speaking
The participants displayed a moderate level of anxiety regarding their public speaking skills, with mean scores around 3.00 Notably, students expressed greater concern about their English proficiency (M= 3.35) compared to Vietnamese (M= 3.00) Over half of the respondents reported feeling anxious when unable to articulate their thoughts in English, indicating a higher confidence level when speaking in Vietnamese Additionally, there was a moderate agreement among respondents about their ability to use slang, colloquialisms, and lexical items correctly in Vietnamese (M= 2.98).
A study indicates that some students struggle with their Vietnamese language skills, despite being native speakers This highlights the necessity for these students to enhance their proficiency in Vietnamese, particularly in the context of interpreting classes.
A significant majority of participants, 67%, expressed disapproval of the statement “I get nervous when I speak English aloud in the classroom,” indicating that, despite concerns about their English skills, students recognize the importance of speaking clearly and confidently during interpreting classes Additionally, students appeared less anxious about their pronunciation, grammar, and speaking speed, as evidenced by a higher percentage of disagreement with statements regarding worries about pronunciation, grammatical recall, and the urgency of fluency in English.
Only seven of the 43 respondents felt embarrassed using gestures or exaggerated expressions during their interpretations Interviews revealed that most students viewed body language as a valuable aid in their interpretation process For example, one student preferred to stand in front of the class to utilize body language when feeling awkward, highlighting the importance of physical presence in effective interpretation.
When asked about their preference for delivering interpretations, five interviewees shared their insights S3 noted that standing allows her voice to carry more clearly to the audience, while S4 emphasized that her pronunciation improves when she stands S5 highlighted that standing helps to capture the attention of others, a benefit he felt sitting does not provide Additionally, S6 mentioned that standing enables her to gauge her classmates' reactions, which aids in identifying and correcting her mistakes Conversely, S9 expressed a preference for sitting, as it allows him to use body language more comfortably.
“When standing, I easily lose my concentration as others are looking at me”
The decision to sit while delivering the interpretation of S2 was influenced by a desire to attract less attention from others In contrast, for S7, sitting during interpretation fostered a sense of normalcy and connection with peers, whereas standing created feelings of isolation.
The study revealed that participants maintained a neutral stance regarding the anxiety of public speaking, with a mean score of 2.95 (SD 1.36) Interviews indicated that seven out of ten subjects experienced negative emotions such as trembling and anxiety while delivering their interpretations Concerns about interpreting accuracy and peer judgment were prominent, with S1 expressing uncertainty about her correctness and S2 highlighting nervousness over potential misinterpretations However, S3 and S6 noted an increase in confidence and improvement in interpreting skills after three practice courses Additionally, S8 reported feeling more at ease following similar training.
Initially, she struggled with eye contact, often looking away during interactions However, she has since learned to use body language effectively and maintain eye contact while interpreting.
On the other hand, S5 was confident about her public speaking skills, and S5 said that “I do not feel worried or anxious because I am confident about my presentation”
Students generally exhibit lower anxiety regarding their public speaking skills compared to previous studies Nonetheless, the standard deviation scores exceed 1.00, indicating significant variation in their responses, which is further highlighted by diverse opinions expressed during interviews.
Table 8 and Figure 6 describe the results obtained from the questionnaire regarding the students’ anxiety levels related to evaluation from classmates
Table 8 Descriptive Statistics of Students’ Anxiety Levels Related to
Statements Min Max Mean SD
I feel embarrassed when I make a mistake in my interpretation in front of other students
I'm worried that other students might think my interpretation is bad
I feel embarrassed when my mistakes in the interpretation are pointed out
Figure 6: Students’ anxiety related to evaluation from classmates
Table 8 presents descriptive statistics that highlight students' anxiety regarding peer evaluation The mean scores indicate a moderate level of agreement with the statements “I feel embarrassed when I make a mistake in my interpretation in front of other students” (M=3.02) and “I'm worried that other students might think my interpretation is bad” (M=3.16) Notably, the percentage of students who agree (40%) surpasses those who disagree (33%), suggesting a prevalent concern about peer judgment among interpreting students For instance, one student expressed fear of being ridiculed by classmates due to their high proficiency, illustrating the emotional impact of peer evaluations on students.
A survey revealed that 53% of respondents disagreed with the statement, “I feel embarrassed when my mistakes in interpretation are pointed out,” indicating that students generally appreciate feedback from their peers Interview data supports this, as many participants expressed gratitude for others' insights, which help them identify and rectify their errors For example, one student mentioned prioritizing classmates' comments over concerns about judgment, viewing it as a valuable opportunity for growth Conversely, another student focused solely on her responsibilities as an interpreter, disregarding external evaluations.
Coping strategies
The study identifies key factors contributing to students' anxiety during the interpreting process and reveals effective strategies they use to boost their confidence and alleviate anxiety, as gathered from open-ended questionnaire responses and interviews The findings are detailed in Table 9 below.
Strategy Frequency Sample comments from students’ answers
Practice 22 - At home, I stand in front of the mirror and practice speaking, record my own voice on the phone to improve pronunciation and practice interpreting with peers via Google Meet
- I frequently watch English and Vietnamese videos on YouTube or Ted-ed to hone my interpreting skills I also work on my public speaking and note-taking skills
Keep calm and stay focused
20 - I apply the same strategy in the interpreting process: Try to stay calm and focused and believe in myself and my notes
- Instead of interpreting a single sentence, I often try to stay focused to understand the whole message delivered by the speaker
- I try to put myself at ease by thinking that
“I can do it”, “everyone can make mistakes, and this is an opportunity for me to learn”, etc
11 - I usually take a deep breath to ease anxiety and encourage myself that I can do it
- I take a deep breath before taking notes and interpreting
- I take a deep breath before interpreting to alleviate stress
9 - To alleviate anxiety in the interpreting process, I believe that it is important to get well-prepared
- I typically take some time before any interpreting classes to research potential vocabulary for the video and how to interpret it
8 - Listen to podcasts or news on foreign channels to enrich vocabulary Read more books about culture to understand the nature of language
- Improve knowledge by reading newspapers or watching the news
Avoid eye contact with others
5 - I try to avoid focusing on the eyes of people around me
- I take off my glasses so that I cannot see others clearly Accordingly, I can focus better on my interpreting performance
First and foremost, most students consider the practice to be the best method in alleviating anxiety that they experience in interpreting As they hold the idea that
"Practice makes perfect" is a key principle for students honing their interpreting skills at home, which significantly boosts their confidence in classes By collaborating with peers, they exchange feedback that fosters gradual improvement in their interpretations Understanding the importance of practice allows students to enhance their interpreting competence while also alleviating stress during the interpreting process.
Staying calm and focused is a key strategy reported by students to enhance their interpreting skills This approach helps them maintain composure and concentration, preventing anxiety and negative feelings that could arise from missing important information One student emphasized this mindset by stating, “I try to put myself at ease by thinking that I can do it; everyone can make mistakes, and this is an opportunity for me to learn.”
Positive thinking significantly boosts students' self-assurance, helping them overcome negative emotions during interpreting classes Additionally, when faced with anxiety before or during their delivery, many students practice deep breathing techniques to calm their nerves and enhance their confidence in their interpreting skills.
Being well-prepared boosts students' confidence in interpreting classes, as they often learn relevant vocabulary beforehand This preparation alleviates concerns about encountering unfamiliar terms and enhances their readiness for the interpreting process Additionally, staying updated with knowledge reduces anxiety and underscores the importance of background information, which is crucial for interpreting success, especially when students struggle to grasp the entire message from the speaker.
To alleviate anxiety during presentations, some students opt to avoid eye contact with their audience, which helps them focus on their interpretation This tendency often stems from public speaking anxiety, as students fear being scrutinized or judged by their peers Consequently, when tasked with delivering their interpretation in class, they may choose to look away from their classmates and glance around the room to enhance their performance.