Developing Interpreting Competence via VR-based Multimodal Teaching: Design and Implementation

 

Li Zhu1, Xinhai Liao1*

 

1Department of Modern Education Technology Center, Guangdong University of Foreign Studies, Guangzhou, Guangdong Province, China

 

*Correspondence to: Xinhai Liao, MS, Senior Systems Analyst, Department of Modern Education Technology Center, Guangdong University of Foreign Studies, No. 2, North Baiyun Avenue, Guangzhou 510515, Guangdong Province, China; Email: liaoxh@gdufs.edu.cn

 

DOI: 10.53964/jmer.2023007

 

Abstract

Despite its increasing popularity and widely recognized effectiveness, the multimodal approach to interpreting teaching is not without challenges. Implementing multimodal interpreting teaching in the classroom could cause a considerable burden on the teacher and students, and the interpreting practice within the classroom would take much time from the already limited teaching hours. There is a need to create opportunities for students to practice interpreting outside the classroom. Despite the potential of virtual reality (VR), few studies have considered how VR can be applied to interpreting teaching. This paper explores how VR can be applied to foster students’ interpreting competence. The paper proposes two types of VR-based interpreting teaching (offline in the laboratory and online outside the classroom) to address the challenges of multimodal interpreting teaching. The teaching model in a foremost university is used as a point in case for illustrative purposes. The paper indicates that offline VR-based teaching in the virtual simulation laboratory can systematically train students with each of their interpreting sub-skills, while online VR platform can develop their interpreting skills through autonomous practice. The paper also discusses the constraints on VR-based interpreting teaching. Practical implications for the application of VR to interpreting teaching are included.

 

Keywords: virtual reality, interpreting teaching, multimodal teaching, interpreting skills

 

1 INTRODUCTION

The rapidly developing information technology has given rise to a diverse and dynamic ecosystem for translation and interpreting[1]. The working environment for interpreters has become highly contextualized, dynamic, and complicated, involving ongoing interaction between the parties involved in the interpreting event[2]. The changes in the physical setting for translation and interpreting have brought interpreters new challenges, which are even more pressing for conference interpreters because of the intensive and challenging nature of the interpreting event. Conference interpreting is widely used in various areas, such as diplomatic affairs, conferences and negotiations, and media. However, professional interpreters have remained in short supply, especially those who can provide high-level meeting service[3]. In response to the need to cultivate interpreters, today’s interpreting class has changed in contrast with the traditional classes after the introduction of multimodal interpreting teaching[4]. In today’s interpreting class, teachers must engage students’ senses as much as possible to achieve multimodal interactive teaching rather than simply imparting knowledge related to interpreting and expounding the skills to interpret. This constructivist approach[5] to multimodal interpreting teaching has achieved positive effects by increasing the time and intensity of practice[6].

 

Nonetheless, the current constructivist approach to interpreting teaching is not without limitations. First, constructivist translation and interpreting teaching require considerable time and resources from the teacher and students[7]. Specifically, the teacher needs to devote time from the limited class hours so that students can practice their interpreting in class, and students need to imitate and apply the interpreting skills taught by the teacher, and then the teacher provides feedback on students’ performance. Consequently, teachers may feel overwhelmed by the workload of providing feedback[8], and students tend to feel bored by repetitious practice in a single activity. Second, the constructivist approach to instruction could cause high stress for students due to the intensive interactions within the classroom. Interpreting students may feel more pressure from in-class presentation tasks, especially when they have insufficient opportunities for practice and training outside the class[9]. Such pressure and the unsatisfactory outcomes of under-prepared presentations could demotivate students in interpreting learning. There is a need to create opportunities for students to practice and prepare outside the classroom hours.

 

In response to these problems, this study proposes integrating VR experimental teaching with a multimodal approach to interpreting teaching. The proposed model can create an authentic practicing environment for students through well-designed virtual interpreting projects that combine online and offline elements. This paper proposes new instructional approaches which aim to develop students’ interpreting competence without further burdening the teacher and students inside the classroom.

 

1.1 Virtual Reality in Education

Virtual reality (VR) has gained attention for its potential in teaching[10-12]. VR can make people feel like they are in the environment with its powerful display facilities[13]. VR technologies have become increasingly accessible in education thanks to their reduced price. However, content creation and distribution are still critical factors for their application to the educational setting. While reducing the cost of VR facilities brought about an explosion in the VR industry in 2016, and VR technology became increasingly accessible to the public, VR content creation can still be costly. Educational practitioners have creatively exploited theories of VR technology to overcome these limitations. There are growing instances where VR technology has been successfully applied in the educational setting[12,14-17]. The global pandemic that began in 2020 has further expedited the formation of a contactless culture and amplified the needs of different populations for virtualized interaction. The year 2021 has witnessed the popularity of the metaverse. As one of its core technologies, VR has been more closely integrated with 5G, cloud computing, and artificial intelligence. It is expected that VR technology will be further popularized in various industries and various scenarios for its potential for education. It can be used for simulated experiments and training in various disciplines. The scenarios to be simulated can be customized according to specific needs.

 

However, in China, VR has been much less applied to the educational setting for the humanities than science and technology education, partly due to its highly technical nature and partly because of the restrained budget for the humanities disciplines[18]. This situation is about to change as the authorities, such as the Ministry of Education of China, have started to push forward the application of technology to all fields of education. For example, in August 2018, the Central Committee of the Communist Party of China officially introduced the concept of “new liberal arts” to break down discipline barriers and develop students’ 21st-century literacies. This initiative is to help traditional liberal arts to respond to the rapidly changing social realities. In response, Chinese higher education institutes have moved into a new era of integrating VR technology and the traditional liberal arts. Some scholars have considered the application of VR to language teaching[19]. Language teaching researchers have argued that immersive VR can assist in reconstructing teaching modalities by reproducing and utilizing non-verbal information to enable learners to engage in authentic language communication in a virtual scene[13]. Specifically, VR can be applied to foreign language teaching by setting up VR laboratories and online VR teaching platforms. In the former case, virtual simulation laboratories are built for experimental teaching through VR displays, interactive devices, and VR teaching scenes. In the latter case, cloud rendering technology can realize 3D mapping and provide an online training environment. This second approach can minimize reliance on facilities and integrate learning analytics and progress monitoring[20]. A few leading Chinese universities have started the initiative to apply VR to foreign language teaching. For example, in 2017, Guangdong University of Foreign Studies built the first virtual simulation laboratory and VR experimental teaching platform, which provided the foundation for innovative exploration of multimodal interpreting teaching. Similarly, Zhejiang University designed smart VR / AR smart classrooms based on cloud rendering. Informed by the literature and previous studies, this study proposes to combine these two approaches to create a hybrid environment (online and offline) for interpreting teaching, learning, and practice.

 

1.2 Multimodal Teaching and VR

From a semiotic perspective, people interact with their surrounding environment through their senses (e.g., vision and hearing)[21]. In this sense, all communicative activities in the classroom also rely on the use of semiotics[13]. In multimodal teaching, teachers use all kinds of teaching resources and mobilize students’ multiple senses to participate in classroom activities. More importantly, students take the central position in the classroom and have the agency to influence the learning environment[22]. This multimodal approach to teaching, characterized by the wielding of multiple senses, various modes of meanings, and multi-dimensional interactions, can be well supported by VR technologies.

 

The past few decades have witnessed a sustained number of investigations into applying VR to language learning[23]. Syntheses of previous studies have generally reported a positive perception of VR-supported language learning[24,25], though the positive perceptions are susceptible to the level of propriety of implementation. A recent survey conducted at the focal university also reported similar observations. The survey was intended to solicit the perceptions of the teachers and students who participated in VR-based teaching at its virtual simulated laboratory. The results from the survey showed that the teachers and students from this university expressed their positive perceptions of VR-based teaching (see Figure 1).

 

Figure 1. Perceived benefits of VR-based language teaching.

 

The survey indicated that more than 95% of the teachers and students interviewed reported perceived benefits of VR-based language teaching. The benefits include a larger proportion of classroom hours for teaching, increased motivation for learning, and better learning outcomes. The responses from the survey suggest that in VR-based multimodal foreign language teaching, teachers can more fully engage students’ multiple senses through a simulated environment (scene). The immersive, flexible, and novel teaching content promotes students’ agency, reduces learning difficulty in foreign language classes, and enhances students’ confidence in tackling challenges. From a constructivist approach, the role of the teacher is not simply to transmit knowledge but to use various means and resources to create contexts for students to learn how to be active learners and collaborate with others.

 

Inspired by the positive perceptions of VR-based language teaching, the authors of the paper considered the possibility of applying VR technologies to interpreting teaching. Recent studies have indicated that students perceived various benefits of VR-supported interpreting. For example, Chan[26] explored the perceptions of a VR application among a group of interpreting students. The perceived benefits include higher interpreting competencies and language proficiencies, enriched learning opportunities, joyful and ubiquitous learning experiences, and elevated motivation and self-efficacy. The existing literature suggests that, when properly designed and implemented, immersive and interactive VR-simulated teaching can make students more attentive and focused on the learning activity so that they can practice until they master target skills. In addition, VR can break the limits of space and time and create a more simulated and intriguing practicing environment and effectively increase students’ motivation for practice and the resultant progress. However, VR technologies are not without constraints related to their functionality and design. The application of VR to interpreting training must be carefully designed and implemented to unleash its potential.

 

2 THE CULTIVATION OF INTERPRETING COMPETENCE

Interpreting work requires various skills and qualities, such as interpreting skills, good psychological quality, and good communicative skills, as well as a large amount of preparation before the interpreting task[27]. On the other hand, the preparation before the interpreting event involves various aspects, for example, preparing for linguistic issues such as terminologies and learning the etiquette at the target communicative event. Central to interpreter training is how to help students enhance their skills and develop the qualities required of a professional interpreter. One of the trialed and attested models to train interpreters in China is the one developed by the Guangdong University of Foreign Studies staff. This training model is now known as “GDUFS Model”[28]. The GDUFS model posits that interpreting competence comprises three key components: bilingual competence, extra-linguistic knowledge, and interpreting skills[28].

 

This study draws on the GDUFS model in interpreting training. Specifically, it established a pluralistic, dynamic environment for interpreting training, used VR technology to activate multimodality in interpretation teaching, and allowed students to practice online and in the laboratory. With a considerable amount of practice, the students could adapt to the requirements of the interpreting task.

 

As shown in Figure 2, VR can be integrated into a variety of modules in interpreting teaching, such as the “Topic”, “Language”, “Practice”, and “Skills”mus to provide conductive training for public speaking skills, reaction ability, psychological quality, professionalism, and interpreting skills required for conference interpreting. This part of VR-based teaching aims to bring the real working environment into the campus as far as possible, present the key points of interpretation in an intuitive and diversified way, and enable students to enhance their interpreting ability through VR simulation experiments for a certain period.

 

Figure 2. VR-based model of interpreting teaching.

 

3 THE DESIGN AND APPLICATION OF VR IN MULTIMODAL INTERPRETING TEACHING

The general purpose of integrating VR technologies in multimodal interpreting teaching is to enhance learning outcomes. To this purpose, the multimodal resources provided in the classroom should be adequate, economical, and compatible with the curricular objectives[19]. If multimodality distracts students and detriments learning outcomes, there is no need to introduce multimodality anymore. Therefore, the fundamental principle of multimodality teaching is to help students be more motivated, committed and focused on their learning activities. The application and implementation of VR must follow this principle in preparing teaching materials, facilities, and environment and coordinating related teaching activities.

 

Following the principle of being effective, compatible, and economical and based on the “GDUFS Model” of interpretation teaching, this study designed two types of VR-based instructional modes for multimodal interpreting teaching, as shown in Figure 3. The first type focuses on cultivating non-skills of interpreting competence through interpreting events simulated in VR laboratories. The second type focuses on cultivating interpreting skills through VR interpreting training on online platforms. The following section describes these two types of VR-based multimodal interpreting teaching in detail.

 

Figure 3. VR-based multimodal interpreting teaching.

 

3.1 VR-supported Interpreting Training in the Laboratory

The first type of VR-based interpreting teaching takes place within the VR laboratory. Table 1 enumerates three types of VR-based instructional designs for interpreting teaching in the laboratory, each containing two essential parts: interpreting teaching in the classroom and autonomous training after class. The classroom teaching section can be embedded in the interpreting courses, which can fit in, and takes up a certain amount of teaching hours of the original course. However, given the diversity of instructional methods, students’ levels, and the individualized needs of students from different specializations, this study only discusses the shared content and materials that can be applied to a broader context. Before implementation, the teacher must consider students’ learning needs and design the syllabus and instructional activities in the interpreting classes accordingly.

 

Table 1. VR-based Interpreting Teaching in the Laboratory

 

Additionally, given the tight course schedule provided by the university, it is suggested that this first type of VR-based teaching in the laboratory be integrated into the original interpreting course and take up 4 to 8 class hours of the whole schedule. On the other hand, students’ autonomous training is recommended to last 4 to 10h and be at the disposal of the interpreting students. All these hours, whether in or outside the classroom, are counted in the training volume an interpreting student must complete.

 

Figure 4 presents the VR-simulated interpreting activities to cultivate the psychological resistance to stress and the ability to handle unprecedented incidents specifically required by public speaking. During this simulated interpreting activity, students are expected to interact briefly with the audience during the delivery and respond to sudden abnormal behavior. The students’ performance during the whole training process can be captured by the VR teaching platform, commented on by the teacher, and reviewed by the student, who can participate again after contemplating the comments and replaying the video.

 

Through this iterative process of “training-reflection-improvement”, students can gradually improve their performance in public and significantly improve their demeanor, responding skills, and stress tolerance, thus improving the non-linguistic skills required for interpreting.

 

Figure 4. VR public speaking experiment.

 

This first type of VR-based interpreting training can enhance students’ interpreting competence by improving their linguistic and psychological skills. However, it should be noted that our observations also revealed some side effects of VR technologies. The digital scenes, VR devices, and other information technology used in the experimental process could cause a certain degree of interference with the students and distract their attention during interpreting skills training. Therefore, caution must be exercised when implementing this type of VR-based interpreting teaching. Students need to be guided to focus on their interpreting practice and minimize the distraction from unimportant details.

 

3.2 VR-supported Interpreting Training via the Online System

The second type of VR-based training is through the online platform. Cai[29] posits that skill training is instrumental in developing interpreting competence. Even a high level of language proficiency and a long period of practice is not enough to compensate for the lack of interpreting skills caused by the void of basic training. Therefore, the “GDUFS Model” takes interpreting skills as the core of interpreting training and breaks down interpreting skills into several sub-skills. This paper proposes that an online VR interpreting training system based on cloud rendering technology can be adapted to target each of the interpreting sub-skills so that students can master them one after one.

 

Taking the training of the sub-skill “multitasking” of simultaneous interpreting as an example, students can access the VR interpreting training platform online and enter the “interpreter’s booth for conference simultaneous interpreting” (as shown in Figure 5) to carry out immersive training of the skill. Specific training tasks are planned by teachers and set up through the platform, and training materials have been uploaded to the resource library in advance. Then, while completing the interpreting tasks according to requirements, students can practice their multitasking skills and interpret while listening to the source language. The platform will audio record and upload their interpretations to the audio library simultaneously. Teachers can log into the platform and track students’ training, download the audio files of their interpretations, and even give feedback on their performance through the platform.

 

Figure 5. Interpreter’s booth for simultaneous conference interpreting presented on the online VR training platform.

 

Apart from multitasking, the online platform can also be exploited for the training of other interpreting sub-skills and used throughout the whole process of interpreting learning, from preparation before and practice during interpreting to reflection after interpreting. For students to master the sub-skills, interpreting teachers must carefully design the training programs and sequence the activities targeting each of the interpreting sub-skills.

 

Throughout the online training, students can immerse themselves in training tasks without complex operations and have their multiple sensory channels invoked without distraction. Further, students’ training process can be captured by the training platform, commented on by the teacher, replayed by themselves, and repeated, which can also realize the process of “training-reflection-improvement.”

 

Such a new mode of intelligent and ubiquitous interpreting training not only helps to teach and break temporal and spatial restraints but also provides students with a working environment closer to the authentic ones, which can help students master their interpreting skills and gradually improve their interpreting competence. After a series of high-quality, highly-simulated skills training, interpreting students will be much less stressed and more confident when they return to the offline classroom to participate in presentation sessions or undertake actual interpretation tasks.

 

4 SOME CONCERNS IN APPLYING VR IN MULTIMODAL INTERPRETING TEACHING

4.1 The Unpleasant Experience with VR Devices

Students must generally wear headsets in VR-based interpreting teaching to achieve complete immersion in the simulated environment. However, the experience of wearing a headset is not that comfortable. Wearing it for a long time will cause eye fatigue, dizziness, or even nausea. Users have to suspend the use of VR equipment to rest every 10min. Therefore, when designing VR-based interpreting teaching sessions, the length of time that students need to wear VR devices should be minimized to avoid the discomfort of wearing the devices.

 

4.2 The Cost of VR Facilities

VR simulation must display a vivid 3D environment in front of the participants to enhance their immersion. However, the costs for VR devices and designing VR digital scenes are much higher than for traditional experimental devices and teaching resources. The problem is more prominent in liberal arts, which often receive less funding than science and technology. The challenge in gathering funding is a typical challenge for implementing VR-based interpreting teaching. Introducing VR simulation experiments requires the purchase of VR devices and facilities and the creation of VR digital scenes according to the teaching needs. Interpreting students often need a lot of training and practice to accumulate sufficient experience and skills, which means that the more VR teaching resources available for students, the better. Even if the necessary devices and facilities of VR laboratories are in place, there is a need for individualized teaching resources for different courses and teachers. The ongoing implementation of VR simulation experiments could continuously increase the need for VR resources, which could cause financial pressure on the university.

 

4.3 The Need for Technology Training

Teachers and students must know how to use information technology before participating in VR-based multimodal interpreting teaching. Therefore, universities that plan to implement VR-based multimodal interpreting teaching must provide training opportunities for teachers and students to use the facilities skillfully. For example, teachers must understand how content is created and distributed before they know how to use VR materials in a classroom[13].

 

4.4 Incentives for VR-based Interpreting Teaching

Implementing VR-based interpreting teaching involves considerable time, effort, and resources from the involved parties. Without adequate incentives, it would be challenging, if not impossible, to have sustained devotion to VR-based interpreting teaching. In addition, barriers should be removed for teachers and students. For teachers, program administrators must consider how to fairly measure a teacher’s workload when VR-based teaching is implemented. The incentive is critical for the sustained effort teachers devote to this innovative instructional approach. For students, teachers should design content, teaching resources, and teaching activities to suit students’ needs and actual levels of interpreting competence. Teachers need to provide appropriate feedback on students’ learning performance. Students are likely to continue their learning activity only with timely and supportive feedback.

 

5 CONCLUSION

This paper proposed a VR-based approach to multimodal interpreting teaching. The paper has discussed the principles and issues in implementing VR-based modal interpreting teaching. To conclude the paper, some practical issues should be considered as a final note. While immersive VR has excellent potential for multimodal interpreting teaching, its implementation in interpreting teaching practice is not without challenges. Given its input cost and practical effect, it is suggested that teachers devote part of their teaching hours to guiding students in learning in the VR laboratory and provide them with VR-based training after class. When the conditions mature, a set of VR training platforms for interpreting skills can be built to improve the interpreting teaching and training system further. The development of informatization construction in higher education depends on technological innovations and the initiatives that a discipline is committed to technology application and integration. Instructional methods and learning theories are essential to the entire play of information technology in the educational setting. Only when educational technologies are refined and combined with instructional methods properly can technologies such as VR bring tangible benefits to the students as the core of contemporary education.

 

Acknowledgements

This work was supported by Center for Scientific Research and Development in Higher Education Institutes, Ministry of Education, P.R.China (CSRD) (grant number #2019ITA04007) and Guangdong Provincial Social Science Fund (grant number #GD21YWY04).

 

Conflicts of Interest

The authors do not have any conflicts of interest in relation to the present work.

 

Author Contribution

Zhu L conceptualized the study and wrote the draft. Liao X reviewed and edited the draft. Both authors contributed to writing the article, read and approved its submission.

 

Abbreviation List

VR, Virtual reality

 

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