Evaluating the effectiveness of ORCIT’s note-taking resource

• Dalia Mankauskienė ^[2] ; Svetlana Carsten ^[1]
  1. [1] University of Leeds

     University of Leeds

     Reino Unido

     
  2. [2] Vilnius Universidad (Lituania)
• Localización: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, ISSN-e 0717-1285, Nº. 13, 2023 (Ejemplar dedicado a: Retos presentes y futuros para la traducción e interpretación en los servicios públicos: Interculturalidad, multilingüismo y tecnología), págs. 39-58
• Idioma: inglés
• DOI: 10.7764/onomazein.ne13.03
• Enlaces
  • Texto completo (pdf)
• Resumen

  • The paper presents a study conducted over several weeks with 22 undergraduate fourth year Translation BA students taking the compulsory Consecutive Interpreting module. The aim of the study was to ascertain whether the use of the ORCIT note-taking resource had an impact on learner knowledge and note-taking skills. The study followed the relevant pa-rameters of the five-level holistic TEL evaluation framework by Pickering and Joynes (2016). The results did not show a statistically significantly better performance of the ORCIT group versus the control group during the trial but, comparing the pre-trial interpreting perfor-mance of students with their interpretation during the trial, the ORCIT group showed a sta-tistically significant improvement, while the control group did not. This suggests a possible beneficial effect of the note-taking resource in terms of transfer of learning (learner gain) rather than knowledge retention.