Improving the Effectiveness of Korean Interpreting Training at the University of Sciences, Thai Nguyen University

This study examines the current state of Korean interpreting training at the University of Sciences, Thai Nguyen University, and proposes measures to improve its effectiveness. A mixed-methods approach was employed. The survey involved 160 Korean Studies students, representing 64.8% of the 247 eligible students from cohorts K20 and K21. Students in cohort K20 had completed both Korean Interpreting and Advanced Korean Interpreting, whereas those in cohort K21 had completed Korean Interpreting and were continuing through the programme. Additional data were obtained through semi-structured interviews with lecturers directly responsible for the courses, participant observation, document analysis, and descriptive analysis of course results. Quantitative and qualitative data were first analysed separately and subsequently integrated across common analytical themes, including course organisation, materials, teaching practices, assessment, lecturer capacity, self-directed learning, and technology use. The findings indicate that the courses follow a coherent progression from basic to advanced levels, but limitations remain in practice opportunities, audiovisual materials, professional simulations, assessment consistency, feedback, and students’ self-study methods. The study therefore proposes coordinated solutions for institutional administrators, lecturers, and students. As the research was conducted at a single institution using a convenience sample, the findings should be interpreted as context-specific rather than broadly generalisable to all Korean interpreting programmes.

interpreting training; Korean interpreting; interpreting competence; teaching methods; assessment; self-directed learning

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