Investigating factors affect the STM of senior English Interpretation and Translation students when practicing Consecutive Interpreting tasks.

Abstract

"This research study explores the feedback practices of English teachers for nonEnglish major students, focusing on the perspectives of the students themselves. By utilizing a mixed-methods approach with a questionnaire and interviews, the study investigates the content, frequency, timing, and manner of feedback provided by university English teachers. The quantitative data were collected from 150 nonEnglish major students at Can Tho University. The five interviews provided targeted qualitative data. The findings indicated that students generally perceived the feedback they received on language learning aspects as detailed, useful, and frequent. However, there were concerns regarding the timing and manner in which feedback was delivered. The findings also revealed that non-English major students valued specific and constructive feedback that addressed their language learning needs, prefer regular and timely feedback, and emphasized the importance of clear and respectful communication. Pedagogical implications and recommendations for future research are also given."