Using Computer-assisted Language Learning to Improve Interpretation Skills for Fourth-Year English Majors at Hanoi Open University

Authors

DOI:

https://doi.org/10.54855/ijaile.25211

Keywords:

Interpretation skills, effective teaching methods , learner autonomy

Abstract

The purpose of this study is to investigate fourth-year English majors’ perceptions of interpretation skills and computer-assisted language learning (CALL) as well as difficulties in learning interpretation skills and some useful suggestions to improve this skill for fourth-year English majors at Hanoi Open University. The researchers used the mixed method of quantitative and qualitative approaches for the study. A questionnaire survey was carried out to collect data from 194 students in class K27 majoring in English. The quantitative results showed that nearly all students admitted the importance of interpretation skills and CALL in their learning process. The findings also emphasized several challenges students face in mastering interpretation skills. Besides, the results mentioned CALL offered several benefits for improving interpretation skills. Qualitative data from teacher interviews was also employed to find out the problems in the learning process and point out some effective suggestions for beneficial software and applications.

Author Biographies

  • Nguyen Thi Kim Chi, Hanoi Open University, Hanoi, Vietnam

    Nguyen Thi Kim Chi is a lecturer at the Faculty of English, Hanoi Open University, Vietnam. She has been teaching English communication, presentation, and translation skills for more than 20 years, and she is interested in finding effective suggestions for online language learning via computer technology and especially exploring artificial intelligence for language learning.

  • Le Phuong Thao, Hanoi Open University, Hanoi, Vietnam

    Le Phuong Thao has been working as a lecturer at the Faculty of English, Hanoi Open University, Vietnam for more than 20 years. She has been teaching Scientific research methodology and English language practical skills. Her research interest is applying new techniques and methods in improving teaching and learning processes. Furthermore, her research articles investigate and discuss the similarities and differences of linguistic phenomenon in English and Vietnamese.

  • Nguyen Thi Thu Huong, Hanoi Open University, Hanoi, Vietnam

    Nguyen Thi Thu Huong has been working as a lecturer at Faculty of English, Hanoi Open University for more than 20 years. She teaches translation skills, English for business, presentation skills and does research on cultural influence on translation and international business communication. She also has great interest in how to use technology effectively in the process of active teaching.

  • Nguyen Thi Mai Huong, Hanoi Open University, Hanoi, Vietnam

    Nguyen Thi Mai Huong is a teacher of English at Hanoi Open University in Vietnam. She has been teaching English language skills and teaching methodology for over 20 years. She is interested in the use of technology to boost students’ motivation and engagement in classroom activities.

References

Baker, M. (2018). In other words: A coursebook on translation (3rd ed.). Routledge. DOI: https://doi.org/10.4324/9781315619187

Benson, P. (2011). Teaching and researching autonomy in language learning. Routledge.

Blake, R. (2016). Technology and the changing face of language learning. Heinle & Heinle.

Chandha, F. Y., & Chowdury, M. A. U. (2023, April). Teachers’ Perception of Using Technology in a Blended Learning Environment to Facilitate Collaborative Learning in Bangladesh. In 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022) (pp. 21-33). Atlantis Press. https://doi.org/10.2991/978-2-38476-042-8_4 DOI: https://doi.org/10.2991/978-2-38476-042-8_4

Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.

Chen, S., & Kruger, J. L. (2024). A computer-assisted consecutive interpreting workflow: Training and evaluation. The Interpreter and Translator Trainer, 18(3), 380–399. https://doi.org/10.1080/1750399X.2024.2373553 DOI: https://doi.org/10.1080/1750399X.2024.2373553

Davies, G., Otto, M., & Rüschoff, B. (2013). CALL: Past, present and future. Routledge.

Gile, D. (2009). Basic concepts and models for interpreter and translator training (Rev. ed.). John Benjamins. DOI: https://doi.org/10.1075/btl.8

Godwin-Jones, R. (2015). Emerging technologies: Personalized learning and CALL. Language Learning & Technology, 19(1), 5–12.

González-Lloret, M. (2015). Task-based language teaching and technology. John Benjamins. DOI: https://doi.org/10.1007/978-3-319-02328-1_16-1

Huynh, Q. Q. (2024). A literature review on EFL students’ integration of AI-based tools in English learning and the perceived impact on autonomy. International Journal of AI in Language Education, 1(2), 30–51. https://doi.org/10.54855/ijaile.24123A DOI: https://doi.org/10.54855/ijaile.24123

Ifioma, O. E. (2010). Using computer-assisted language learning to improve students' English language achievement in universal basic education. International Journal of Educational Research and Technology, 1(1), 66–71.

Jafarian, K., Soori, A., & Kafipour, R. (2012). The effect of computer assisted language learning (CALL) on EFL high school students’ writing achievement. European Journal of Social Sciences, 27(2), 138-148.

Kalina, S. (2008). Quality in interpreting and its prerequisites: A framework for a comprehensive view. In Interpreting in the 21st century: Challenges and opportunities (pp. 121-130). John Benjamins Publishing Company. DOI: https://doi.org/10.1075/btl.43.12kal

Lee, T. (2014). Using computer-assisted interpreter training methods in Korean undergraduate English classrooms. The Interpreter and Translator Trainer, 8(2), 221–241. https://doi.org/10.1080/1750399X.2014.908560 DOI: https://doi.org/10.1080/1750399X.2014.908560

Motta, M. (2016). A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills. The Interpreter and Translator Trainer, 10(1), 133–149. https://doi.org/10.1080/1750399X.2016.1154347 DOI: https://doi.org/10.1080/1750399X.2016.1154347

Nguyen, N. H. V., & Pham, V. P. H. (2024). AI chatbots for language practices. International Journal of AI in Language Education, 1(1), 56–67. https://doi.org/10.54855/ijaile.24115 DOI: https://doi.org/10.54855/ijaile.24115

Nim Park, C., & Son, J. B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80–101. https://doi.org/10.5172/ijpl.5.2.80 DOI: https://doi.org/10.5172/ijpl.5.2.80

Pérez, M. M., & Alvira, R. (2017). CALL tools for enhancing interpretation skills: A study on learner performance and perceptions. Educational Technology & Society, 20(2), 120–132.

Pham, V. P. H., & Le, A. Q. (2024). ChatGPT in language learning: Perspectives from Vietnamese students in Vietnam and the USA. International Journal of Language Instruction, 3(2), 59–72. https://doi.org/10.54855/ijli.24325 DOI: https://doi.org/10.54855/ijli.24325

Pham, V. P. H., & Nguyen, M. T. (2024). ChatGPT và hoạt động giảng dạy: Các thách thức mới của giảng viên. Tạp Chí Khoa Học Và Công Nghệ Đại Học Công Nghệ Đồng Nai, No. 01–2024, 115–123. Retrieved from https://vjol.info.vn/index.php/dntu/article/view/91869

Pöchhacker, F. (2004). Introducing interpreting studies. Routledge. DOI: https://doi.org/10.4324/9780203504802

Sabir, I. S., Afzaal, A., Begum, G., Sabir, R. I., Ramzan, A., & Iftikhar, A. (2021). Using computer-assisted language learning for improving learners' linguistic competence. Multicultural Education, 7(4), 81. https://doi.org/10.5281/zenodo.4670422

Sánchez Ramos, M. del M. (2022). Public service interpreting and translation training: A path towards digital adaptation to machine translation and post-editing. The Interpreter and Translator Trainer, 16(3), 294–308. https://doi.org/10.1080/1750399X.2022.2092829 DOI: https://doi.org/10.1080/1750399X.2022.2092829

Saris, W. E., & Gallhofer, I. (2007). Design, evaluation, and analysis of questionnaires for survey research. Wiley-Interscience. DOI: https://doi.org/10.1002/9780470165195

Tinti-Kane, H. (Director). (2014). The evolution of learning [Film].

Wang, H., & Li, Z. (2022). Constructing a competence framework for interpreting technologies and related educational insights: An empirical study. The Interpreter and Translator Trainer, 16(3), 367–390. https://doi.org/10.1080/1750399X.2022.2101850 DOI: https://doi.org/10.1080/1750399X.2022.2101850

Weber, W. K. (1984). Training interpreters: Criteria, course design, and evaluation. In W. K. Weber (Ed.), Conference interpreting: A field for training and research (pp. 53–69). John Benjamins.

Zhang, Y., & Liu, X. (2020). Self-assessment in CALL-enhanced interpreting courses. Language & Technology, 18(1), 89–103.

Downloads

Published

02/11/2025

Issue

Vol. 2 No. 1 (2025): AI in Language Education

Section

Research Articles

License

Copyright (c) 2025 Nguyen Thi Kim Chi, Le Phuong Thao, Nguyen Thi Thu Huong, Nguyen Thi Mai Huong (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Using Computer-assisted Language Learning to Improve Interpretation Skills for Fourth-Year English Majors at Hanoi Open University. (2025). International Journal of AI in Language Education, 2(1), 1-19. https://doi.org/10.54855/ijaile.25211

Similar Articles

You may also start an advanced similarity search for this article.