earticle

영어

The COVID-19 pandemic accelerated digital transformation and virtual collaboration, leading to a surge in demand for distance interpreting in the interpreting services market. This study aims to compare non-verbal elements in distance consecutive interpreting with those in face-to-face consecutive interpreting, focusing on identifying key learning components for distance interpreting. The analysis involves recorded videos of students interpreting in a consecutive interpreting class conducted online via Zoom over one semester at the Graduate School of Interpretation and Translation. It also includes teacher feedback provided to the students and survey results on their satisfaction with and the perceived advantages and disadvantages of video feedback. The study compared the videos to evaluate improvements in non-verbal skills following teacher feedback on recorded performances. The findings indicate that non-verbal skills improved during and by the end of the semester, compared to the initial feedback on remote consecutive interpreting performances. Based on these observations, this paper discusses the significance of key learning elements in distance consecutive interpreting training.