A Survey Report On Student Interpreters’ Learner Autonomy In Video Lecturing

The advancement of technologies has been facilitating the boom of online education,it also serves as a catalyst empowering students to learn autonomously.Video lecturing,as an important form of online education,has been offered by various disciplines,including interpreting,which highlights specialized and complicated skills.Compared with the traditional face-to-face classroom interpreting lecturing with emphasis on teacher-student interaction,students learn autonomously during online video lecturing while their learning cognitive process and autonomous learning behaviours(ALB)are beyond supervision or observation of the teachers.Based on Littlewood’s learner autonomy and revised Bloom’s taxonomy,this survey aims to investigate the correlation of students’ cognitive process of autonomous learning and their autonomous learning behaviours in Consecutive Interpreting,the first interpreting massive online open course(MOOC)in China,with both quantitative and qualitative approaches.Through a 10-week online lecturing,pauses,which are the symbol of their cognitive status and an embodiment of corresponding learning actions made by volunteer MTI English Interpreting students are recorded.From the results of data analysis of two stages of the survey,there are frequent changes in the numbers of pauses and their learning actions,and it is concluded that students’ made their behavioural decisions out of their inner quest and intrinsic knowledge structure but under the influence of multimodal presentation and video content.In this survey,students’ control over the learning process is regarded as a meaningful tool to encourage effective learning.But when learners have the control on the learning progress,their autonomous learning can be better developed.