Research overview
Rationale of the study
Over the past twenty five years, the transmissionist viewpoint has given way to a transformationist in translation classrooms (Kiraly, 2000). The student-centered, process-oriented, situated, collaborative, and empowering style to education has allegedly replaced the old teacher-centered, product-oriented, de-contextualized, and disempowering method (González Davies, 2012). As for interpreter training, the situated learning approach would seem to be especially suitable. This approach refers to cooperative and participative teaching methods as the means of acquiring knowledge that is created or negotiated through the interactions of the learner with others and the environment (Stein, 1998). Interpreting is a highly situated professional activity (Angelelli (2004), Hatim and Mason (1997), and Napier (2006)), and the development of most non-linguistic competences relies on contextualized practice (Fernández Prieto and Sempere Linares 2010); therefore, it is necessary to teach interpreting as a situated practice. One of the situated learning activities in current interpreter training is organizing a Mock Conference (MC), a widely used tool to face students with so-called “life-like situations” (Kurz 1989, cited in Defrancq et al., 2021).
The importance of MC in developing students’ interpreting skills has been repeatedly mentioned in the interpreting studies literature (Li (2015), Fomina (2018), Tran & Le (2019), Conde & Chouc (2019), Duong & Nguyen (2021) and Mirzoyeva & Gatiat (2023). However, little has been done to examine the perspectives of undergraduates on the applicability of MC to develop consecutive interpreting skills. This gap highlights the need for further research that centers on learners’ voices—specifically, how students themselves perceive the value and practicality of Mock Conference as a tool for developing consecutive interpreting skills. While existing studies confirm its pedagogical benefits from a teacher- or researcher-centered viewpoint, understanding students’ lived experiences can offer more insights into how and why this method works in real classroom settings. Exploring these perspectives is essential not only for validating the effectiveness of MC, but also for refining its design and implementation to better support interpreter training in higher education.
Literature Review
In the context of interpreter training, the application of the Mock Conference (MC) as a form of situated learning has garnered increasing attention from international scholars. As a learner-centered and practice-oriented approach, MC has been widely recognized for its effectiveness in enhancing interpreting competence, particularly in the area of consecutive interpreting.
A growing body of international literature has provided both theoretical and empirical support for the pedagogical value of MC in interpreter education. Li (2015), for example, advocates for the integration of MC into postgraduate interpreting curricula and outlines its pedagogical principles, implementation process, and learning outcomes. Based on survey data, the study finds that MC contributes more significantly than traditional classroom settings to the development of professionalism, psychological competence, and strategic competence. Similarly, Fomina (2018) emphasizes the positive effects of MC on students’ communication and interpreting performance, particularly by raising their awareness of sociocultural context and non-verbal elements. Conde and Chouc (2019) further demonstrate that MC plays a key role in developing core interpreting skills—such as speed management, content preparation, and teamwork—among postgraduate students. More recently, Mirzoyeva and Gatiat (2023) affirm the creative, interactive, and student-led nature of MC, which fosters both linguistic proficiency and professional identity formation in consecutive interpreting.
Several other studies highlight the theoretical grounding of MC in concepts such as deliberate practice and task repetition. For instance, Ahmadian and Tavakoli (2011), along with Guapacha Chamorro and Benavidez Paz (2017), argue that repeating tasks enables learners to enhance fluency, accuracy, and confidence—key attributes for consecutive interpreting. Lee (2002) also notes that student interpreters often experience cognitive overload, which can impair their use of non-verbal strategies such as gestures and facial expressions. These findings further validate MC as a simulated but realistic form of practice that develops both cognitive and expressive skills.
Another significant strand of literature focuses on the importance of clearly defined and rotating roles in the learning process. Lave and Wenger (1991) propose that role clarity within a community of practice helps learners transition from peripheral to central participation. Likewise, Dörnyei (2001) asserts that understanding one’s role boosts learner engagement and motivation. Studies by Collins et al. (1989) and Kayi (2006) support the practice of role-switching and role-playing in cooperative learning environments, as these foster empathy, adaptability, and professional awareness. The scaffolding role of instructors is also emphasized in the works of Gile (1995) and Vygotsky (1978), who argue that structured preparation, frequent feedback, and modeling of interpreting strategies help students manage cognitive load and develop professional competence within their Zone of Proximal Development.
In Vietnam, although research on MC remains limited, a few pioneering studies have explored its impact on interpreter training. Duong and Nguyen (2021) conducted a mixed-method study involving pre- and post-tests as well as questionnaires administered to 35 third-year students after completing a course in Consecutive Interpreting. The findings suggest that MC holds potential in developing areas such as professionalism, psychological resilience, strategic competence, and certain non-verbal skills. Meanwhile, Tran and Le (2019) carried out an action research project with 22 final-year students at the Military Science Academy. The MC was implemented across 18 sessions over three months. Their study identifies seven pedagogical benefits of MC: fostering learner autonomy and teamwork, enhancing problem-solving skills, cultivating a systematic approach to interpreting, creating interactive learning spaces, boosting learner motivation, improving cross-linguistic communication, and bridging the gap between academic knowledge and real-world practice.
Taken together, both international and domestic studies converge on the conclusion that MC is pedagogically beneficial for developing consecutive interpreting skills. These works consistently portray MC as a student-centered activity that allows learners to translate theoretical knowledge into practical skills through the assumption of realistic roles in simulated professional environments. Key competences such as professionalism, psychological readiness, and strategic decision-making have been shown to improve notably through MC (Li, 2015; Conde & Chouc, 2019; Duong & Nguyen, 2021). Furthermore, the presence of structured instructor support and role diversity are highlighted as essential factors contributing to the effectiveness of MC, as suggested by situated learning theory (Lave & Wenger, 1991), the Zone of Proximal Development (Vygotsky, 1978), and models of cooperative learning (Collins et al., 1989; Kayi, 2006).
Nevertheless, several notable differences exist. In terms of research methodology, international studies tend to adopt online surveys (Li, 2015), qualitative case studies (Fomina, 2018), or longitudinal observations (Mirzoyeva & Gatiat, 2023). In contrast, Vietnamese studies typically employ quasi-experimental (Duong & Nguyen, 2021) or long-term action research designs (Tran & Le, 2019). These methodological differences affect the depth of analysis and the extent to which learner experiences are captured. Theoretical engagement also varies: while international studies frequently anchor their findings in cognitive load theory, deliberate practice, or communities of practice, local studies are often more descriptive, with limited reference to theory, despite reflecting the principles of situated learning through their emphasis on contextualized practice and learner autonomy.
Another marked difference lies in the duration of MC implementation. For instance, the study by Tran and Le (2019) shows a relatively long-term, well-structured application of MC (18 sessions over three months), which allows for better observation of learners’ progress. In contrast, some international studies apply MC for shorter periods, which may limit the measurable impact on learner development.
Despite the growing interest in MC, a significant gap remains in exploring learners’ perspectives on its applicability as a situated learning activity in interpreter training programs in Vietnam. Existing studies, such as those by Duong and Nguyen (2021) and Tran and Le (2019), focus primarily on learning outcomes and are conducted with specialized groups of learners, such as postgraduate or military students, who may not represent the broader population of undergraduate language majors. Moreover, these studies pay limited attention to the subjective experiences and personal evaluations of learners, which could offer deeper insights into the relevance, effectiveness, and perceived professional value of MC.
Addressing this gap, the present study aims to investigate the perspectives of final-year English-majored students on the applicability of MC in enhancing consecutive interpreting skills. Targeting students who are close to graduation ensures a level of maturity and reflective ability that can provide more nuanced and grounded insights into the pedagogical effectiveness of MC. This research seeks not only to enrich the existing literature on interpreter training in Vietnam but also to contribute to the broader international discourse on implementing situated learning principles in interpreter education.
Significance of the study
Despite the growing body of literature on Mock Conference (MC) implementation in interpreter training, both internationally and domestically, existing studies have largely concentrated on its learning outcomes, such as improved professionalism, strategic competence, or psychological readiness. However, few studies have critically examined learners’ subjective perspectives on the applicability of MC as a situated learning activity in the Vietnamese context, especially within undergraduate English-major programs. This represents a significant gap, given that learners’ reflective insights can offer valuable information about how effectively theoretical knowledge translates into real-world performance, and which conditions most facilitate or hinder this transition.