ENHANCING STUDENT MOTIVATION IN AN INTERPRETING COURSE THROUGH MOCK CONFERENCES: AN ACTION RESEARCH

Abstract

Student motivation plays a crucial role in interpreter education. While extensive research has explored ways to enhance learner motivation, there remains a notable gap in studies specifically addressing the motivation of student interpreters. Social scientists widely acknowledge the effectiveness of the situated learning approach, particularly through mock conferences, in fostering students’ motivation. However, research on the application of this approach in interpreter training, especially within the Vietnamese context, is still limited. To examine strategies for enhancing student motivation in interpreting courses, this study employed action research, with the researcher also serving as the instructor. A total of 26 senior students participated in the investigation, which aimed to assess the impact of mock conferences as a form of situated learning on their academic motivation. Using a mixed-methods approach, the study collected data through pre- and post-intervention surveys and a teaching journal. The findings suggest that mock conferences contributed to a significant increase in students’ academic motivation.