Introduction

Higher education has been significantly transformed by e-learning around the turn of the 21st century.This development has resulted in major changes regarding how，when and where teaching and learning take place in addition to the traditional classroom teaching where knowledge transmission was the norm(Xu，2012，2014).Over the past three to four decades，self-efficacy(SE)，referring to“people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances”(Bandura，1986:391)，has captured the attention of researchers investigating how self-perceptions influence human functioning and behaviour.Given the growing prominence of interpreting learning in multimedia-based learning(MBL)environments，it is of utmost importance that we understand what roles these social cognitive constructs，such as self-efficacy，play in these learning environments.In addition，students who engage in MBL environments may come from various cultural and linguistic backgrounds.For the interpreting training class that we investigate throughout the chapter，the teaching and learning environment is an MBL with a special SmartClass+web-based interactive application(i.e.，Robetel).In this chapter，we adopt Bandura’s(1977)self-efficacy theory as the major theoretical framework，in particular，the four principal sources of self-efficacy，including mastery experience，vicarious experience，verbal persuasion，and physiological state.

The four sources of self-efficacy are generally accepted in the literature as core elements in the development of self-efficacy beliefs，but the ordering of the importance of each of these sources has been an ongoing inquiry(Hodges and Jones，2012).Although the self-efficacy of learners has been widely researched in the context of traditional learning environments，so far self-efficacy research has been relatively new to MBL and other non-traditional learning environments.To address this gap，and to further understand how Chinese-English interpreting training students undertake their studies in Australian universities，our study investigates how students perceive their interpreting training in relation to their self-efficacy beliefs，and to explore the extent to which the lecturer plays a role in developing students’self-efficacy in the interpreting training class.In addition，we elaborate on the implications of enhancing student self-efficacy for teaching Chinese-English interpreting in Australia.

In this chapter，we address the following research questions in the context of students undertaking a Chinese-English interpreting training class in an Australian university: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 student self-efficacy in the interpreting training class?③What are the implications of enhancing student self-efficacy for teaching Chinese-English interpreting in Australia?