Analysis of student interpreters' self-assessment from the perspective of self-regulated learning

This study aims to examine the significance of self-assessment in interpreter training from the perspective of self-regulated learning. To this end, this study first explores the three cyclical stages of self-regulated learning as conceptualized by Zimmerman, while also examining the significance of self-evaluation in interpreter training. Based on this theoretical framework, the study analyzes self-evaluations from both high-performing and low-performing students at a graduate school of translation and interpretation. The findings of the study reveal three key points: first, the effective use of self-assessment enhances learning effectiveness in interpreter training; second, significant differences exist between high-performing and low-performing students in their self-assessment practices; third, these differences highlight the need for incorporating self-assessment into interpreter training programs. Finally, the study suggests that enhancing self-regulated learning capabilities by actively incorporating self-evaluation into interpreter training can improve educational outcomes in interpreter training, leveraging the cyclical and positive impact of self-regulated learning processes. Ce travail vise & agrave; examiner l'importance de l'auto-& eacute;valuation dans la formation des interpr & egrave;tes, en adoptant une perspective ax & eacute;e sur l'apprentissage autor & eacute;gul & eacute;. Pour ce faire, l'& eacute;tude commence par explorer les trois & eacute;tapes cycliques de l'apprentissage autor & eacute;gul & eacute;, telles que conceptualis & eacute;es par Zimmerman, tout en analysant l'importance de l'auto-& eacute;valuation dans la formation des interpr & egrave;tes. Sur la base de ce cadre th & eacute;orique, les auto-& eacute;valuations d'& eacute;tudiants performants et moins performants dans une & eacute;cole sup & eacute;rieure de traduction et d'interpr & eacute;tariat sont analys & eacute;es. Les r & eacute;sultats mettent en lumi & egrave;re trois & eacute;l & eacute;ments cl & eacute;s : premi & egrave;rement, une utilisation efficace de l'auto-& eacute;valuation am & eacute;liore l'apprentissage des interpr & egrave;tes ; deuxi & egrave;mement, des diff & eacute;rences notables existent entre les & eacute;tudiants performants et moins performants dans leurs pratiques d'auto-& eacute;valuation ; troisi & egrave;mement, ces diff & eacute;rences soulignent la n & eacute;cessit & eacute; d'int & eacute;grer l'enseignement de l'auto-& eacute;valuation dans les programmes de formation des interpr & egrave;tes. Enfin, l'& eacute;tude propose que renforcer les comp & eacute;tences d'apprentissage autor & eacute;gul & eacute; en incorporant l'auto-& eacute;valuation de mani & egrave;re active dans la formation des interpr & egrave;tes peut conduire & agrave; de meilleurs r & eacute;sultats, en s'appuyant sur l'effet cyclique et b & eacute;n & eacute;fique des processus d'apprentissage autor & eacute;gul & eacute;.