Scaffolding early-stage simultaneous interpreting learning using computerized dynamic assessment

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July 14, 2026, 1:03 p.m.

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July 16, 2026, 9:58 p.m.

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July 16, 2026, 9:58 p.m.

access-status:

open.access

bitstream:

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bitstream_txt:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/cee33ab7-6d3a-4853-bfdf-e380f8820a66/download', 'full_text']]

collection:

Volume 30 Number 1, 2026

contributor.author:

Jiang, Zhaokun

date.accessioned:

2026-07-14T03:40:05Z

date.available:

2026-07-14T03:40:05Z

date.copyright:

2026

date.issued:

2026-07-16

description.abstract:

Computerized Dynamic Assessment (CDA) integrates assessment and instruction by algorithmically delivering immediate, adaptive scaffolding to uncover and cultivate learners’ developmental potential. Although CDA has shown promise for receptive language skills (e.g., reading and listening), its effectiveness in simultaneous interpreting (SI) remains underexplored. As a high-stakes bilingual task, SI requires the concurrent processing of source-language input and target-language output, rendering it both cognitively taxing and anxiety-inducing. To address this gap, the present study employed a pretest–intervention–posttest design with 35 novice SI learners from two intact classes, with one class serving as the CDA group (n = 18) and the other as the non-CDA group (n = 17). The CDA group received adaptive, graduated scaffolding targeting five types of complex syntactic structures, whereas the non-CDA group received static, non-graduated support. Interpreting performance was assessed using seven complexity, accuracy, and fluency (CAF) indices, and interpreting-specific anxiety was measured with a Likert-scale questionnaire. Results indicated that the CDA group achieved significantly greater gains in syntactic complexity and fluency and reported lower interpreting anxiety; by contrast, improvements in accuracy were comparable between groups. Overall, these findings provide empirical evidence that the benefits of CDA extend beyond receptive skills to facilitate integrative, real-time oral production under combined cognitive and affective pressure.

format.extent:

25

identifier.citation:

Jiang, Z. (2026). Scaffolding early-stage simultaneous interpreting learning using computerized dynamic assessment. Language Learning & Technology, 30(1), 1–25. https://doi.org/10.64152/10125/73701

identifier.doi:

https://doi.org/10.64152/10125/73701

identifier.issn:

1094-3501

identifier.uri:

https://hdl.handle.net/10125/73701

language:

eng

number:

1

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology

rights.license:

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

rights.uri:

https://creativecommons.org/licenses/by-nc-nd/4.0/

site_url:

/item/10125-73701/

startingpage:

25

subject:

adaptive scaffolding, computerized dynamic assessment, simultaneous interpreting, syntactic complexity, fluency

title:

Scaffolding early-stage simultaneous interpreting learning using computerized dynamic assessment

type:

Article Text

volume:

30