Assessing the Effect of Peer Learning in Large Interpreting Classes

Abstract

Interpreting is a course that requires much practice and interaction, while it is impossible to ensure each student this opportunity in large classes. Peer learning offers a possible solution to this problem. In this paper, we report the results of our experience of using peer learning in large interpreting classes. Both qualitative and quantitative methods are used to test the effect of peer learning in large interpreting classes. Our results indicate increased student mastery of both interpreting and interpersonal skills upon implementing peer learning.