Virtual worlds as a contribution to content and variety in interpreter training: The case of Turkey

Abstract

Over the last decade, virtual worlds have proved to be a productive, motivating and innovative environment for learning and teaching. In this study, we aim to gain an insight into interpreting students' and professionals' attitudes towards a virtual learning platform developed within the scope of the ÇEV-VI?R learning environment. With this aim in mind, interpreting students' performances across different settings - conventional interpreting laboratory and 3D virtual world - were compared in terms of fluency, defined for the purposes of the study as pauses and repairs. Surveys administered to both students and professionals were analysed in order to evaluate possible contributions of virtual worlds to interpreter training as well as to the professional development of interpreters. The analyses of surveys, carried out before and after experiments with students and trials by professionals, suggest that this innovative learning and practice environment has significant potential and can be integrated into interpreting education for self-directed, interactive and independent study. © Peter Lang AG 2020. All rights reserved.