Feedback from the perspective of students and professional interpreters

Abstract

The present study focuses on feedback from the perspective of students and professional interpreters. Its aim was to compare the data collected about both groups, compare them with the literature and formulate recommendations for the training of future interpreters. A qualitative–quantitative analysis of the questionnaire responses showed that most of the students perceived the feedback provided (by the teacher) as beneficial. Content analysis of the responses indicated that the students also needed praise and perceived it as motivating alongside the highlighting of shortcomings. Only a few individuals felt a lack of more detailed feedback or harsh criticism. The research confirmed that the benefits of feedback depend on several aspects, not only on the teacher but also on the personality of the student and the number of students in the interpreting seminar. Qualitative analysis of the semi-structured interviews with professional interpreters indicated that feedback was less frequent and rather sporadic compared to their university studies or their past professional experience. When interpreters receive feedback, it is predominantly positive. For some, negative feedback provides a stimulus for improvement; for others, it can be demotivating. The professional interpreters distinguished between justified and unjustified feedback, which is something students should be aware of.