Exploring Students’Self-Efficacy in a Chinese-E...
Hailan Paulsen，Zhichang Xu and Hui Huang
Abstract:In this article，we explore the relationship among self-efficacy beliefs and interpreting training among the students who study Chinese-English interpreting at a university in Australia.Self-efficacy is understood as an individual’s perception of his or her capacity to perform a specific task，and the belief in one’s capacities to mobilize personal resources，such as motivation，cognitive and behavioural skills，in order to orchestrate task-specific performance.Self-efficacy is multidimensional，involving three areas of one’s capabilities including:motivation，resources and action;and it draws upon four major sources including:mastery experience，vicarious experience，verbal persuasion，and physiological state.The aim of this article is to unpack the issues of self-efficacy and interpreting training among Chinese-English interpreting students from the perspectives of the students and the lecturer.In particular，we address the following research questions:①how do students perceive their interpreting training in a multimedia-based learning environment，i.e.，SmartClass+，in relation to their self-efficacy beliefs?②to what extent does the lecturer play a role in developing students’self-efficacy in the interpreting training class?③what are the implications of enhancing student self-efficacy for teaching Chinese-English interpreting in Australia?Our research shows that self-efficacy is a multilayered concept that should be taken into consideration to facilitate interpreting training in a conducive pedagogic relationship among students，the lecturer，and the multimedia-based situated learning environment.This chapter is of significance for further understanding and enhancing the teaching of Chinese-English interpreting in Australian universities.
Keywords:self-efficacy;interpreting training;sources and factors of selfefficacy;teaching Chinese-English interpreting in Australia