Assessing EFL Learners’ Consecutive Interpreting Skills

Hany Ibrahim Ahmad Ibrahim, Ayman El-Esery


Interpreting is taught to senior EFL learners in Saudi Faculties of Arts. Since it is a branch with a vast number of skills, the present study seeks to evaluate EFL learners’ interpreting skills. Forty graduate-level majors at Uqlat Asoqour Faculty of Arts, Qassim University were chosen randomly to sit for an interpreting test. A consecutive interpreting skills rubric was used to assess twelve interpreting skills over six points scale. Results of the statistical analysis showed variances among the subjects’ interpreting skills, with a need to tackle some of interpreting skills intensively in the translation and interpreting courses presented to EFL students in Faculties of Arts.

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