Students’ Anxiety Levels in Interpretation Courses at a Tertiary Institution: How Teachers’ Intervention Helps

Students’ Anxiety Levels in Interpretation Courses at a Tertiary Institution: How Teachers’ Intervention Helps

Trang Thi Thu Tran

Lecturer, School of Foreign Languages, Thai Nguyen University, Viet Nam

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0335

Received: 15 June 2025; Accepted: 18 June 2025; Published: 18 July 2025

ABSTRACT

At a Vietnamese tertiary institution, this study examines students’ anxiety in interpretation classes and how teacher intervention can help reduce it. Due to time constraints, difficulties with lexical retrieval, and the fear of performing poorly, interpretation is a cognitively and emotionally taxing task that frequently results in stress. Through questionnaires and interviews, the study gathered data from two teachers and sixty-three students using a mixed-methods approach. Results show that students often experience anxiety when interpreting under pressure, particularly when performing live and taking official tests. According to qualitative data, anxiety is considerably decreased by teacher support, especially modelling, scaffolding, positive reinforcement, and emotional support. These findings highlight the effects of emotional barriers and cognitive overload on interpreting performance, which is consistent with Krashen’s Affective Filter Hypothesis and Gile’s Effort Models. The study suggests teaching strategies that help students emotionally while progressively increasing their interpreting proficiency. In addition to reducing anxiety, an effective intervention improves learners’ accuracy, fluency, and confidence in their interpretation.

Keyword: – Interpretation anxiety, intervention, scaffolding

INTRODUCTION

With globalization, the world is becoming smaller with regular communication in all fields, from private issues to businesses. Despite the advancements in technology and Artificial Intelligence (AI) Tools, the need for bilingual interpreters is still high. It can be seen that many academic tertiary programs include English interpreting lessons as an important part of their curriculum.

Interpretation requires students to engage in real-time language processing, including listening, comprehending, translating, and speaking-all under time constraints. This complex process can lead to high cognitive load and psychological stress. According to Gile’s Effort Model, interpretation demands simultaneous coordination of several efforts-listening and analysis, production, and short-term memory-which, if not well balanced, can result in interpreter overload and performance breakdown (Gile, 1995). Such pressure often poses anxiety, which can negatively influence learners’ confidence, accuracy, and fluency.

Being recognized as a specific form of performance anxiety, language anxiety impedes students’ ability to communicate effectively. Horwitz et al. (1986) describe foreign language anxiety as “a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process.” Under the pressure of comprehending text input and articulating in the target language immediately, students are often fear of negative evaluation, poor performance, and test failures.

Given the recognized influence of anxiety on interpreter training outcomes, this research aims to investigate students’ anxiety levels in interpretation courses at a tertiary institution in Vietnam and examine how teacherinterventions—such as scaffolding, positive feedback, confidence-building techniques, and stress-reduction strategies—may help alleviate such anxiety. This study seeks to contribute empirical data to support instructional approaches that create a more supportive and psychologically safe environment for future interpreters. It aims at answering these two research questions:

What are the levels and sources of anxiety experienced by students in interpretation courses at a tertiary institution?

How do teacher interventions (e.g., scaffolding, positive feedback, and stress-reduction techniques) influence students’ anxiety levels in interpretation classes?

LITERATURE REVIEW

The interpretation process

Real-time translation of spoken messages from a source language into a target language is the intricate communication task known as interpretation. Interpretation is instantaneous, dynamic, and context-dependent, in contrast to translation, which works with written texts and permits more time for revision. As a result, it requires a high degree of psychological preparedness, cognitive flexibility, and language proficiency.

Models of the Interpretation Process

One of the most influential models explaining how interpretation works is Daniel Gile’s Effort Models. Gile (2009) conceptualized interpretation as comprising several simultaneous cognitive efforts:

Listening and Analysis Effort

Short-Term Memory Effort

Production Effort (in simultaneous interpreting) Coordination Effort

Due to competition for limited cognitive resources, performance may suffer when task loads become excessively high due to factors like speed, complexity, or emotional strain. Gile claims that one of the primary reasons for interpreter errors and performance anxiety during live performances is this cognitive overload.

Moser-Mercer (2000) highlights the significance of automaticity and selective attention in the context of simultaneous interpreting. Interpreters need to develop the ability to split their focus, frequently in a matter of seconds, between producing the target language, remembering information, and receiving messages. Similarly, Pöchhacker (2016) observes that the process is cyclical rather than linear: interpreters continuously check their output while getting ready for the subsequent input segment, resulting in a feedback loop that calls for both focus and multitasking abilities.

Phases of the interpretation process

Interpretation can be broadly divided into three interconnected phases:

Comprehension Phase – The interpreter listens to the source message and analyzes its linguistic and conceptual meaning. This phase involves not only decoding language but also activating background knowledge and identifying speaker intent.

Transfer Phase – This is the internal reformulation of the message. The interpreter mentally transforms the source language message into a target-language equivalent, choosing appropriate expressions while maintaining accuracy and tone.

Reformulation Phase – The interpreter articulates the equivalent message in the target language, ensuring fluency, coherence, and fidelity to the source (Setton & Dawrant, 2016).

Any breakdown in these phases—due to speaker speed, unfamiliar content, or emotional stress—can compromise the quality of interpretation.

Cognitive and affective Demands

Interpretation is not only cognitively demanding but also emotionally intense. The interpreter must work under time pressure, often in high-stakes situations. According to Russo (2011), working memory capacity, anticipation skills, and emotional regulation are all crucial for successful interpreting. Students, who are still developing these skills, may find the interpretation process overwhelming, especially when exposed to live performance tasks too early.

Anxiety plays a significant role in how interpreters navigate these demands. As Gile (2009) suggests, a high “processing capacity saturation” can be triggered not only by task difficulty but also by affective factors like fear of failure or self-monitoring. Therefore, understanding the interpretation process is key to designing pedagogical interventions that support students in managing cognitive load and emotional stress.

Implications for interpreter training

Recognizing the complexity of the interpretation process has led to several pedagogical recommendations. First, training should begin with simplified input and segmented tasks to reduce cognitive load, gradually building toward full-length, spontaneous interpreting (Gillies, 2013). Second, note-taking techniques in consecutive interpreting and chunking strategies in simultaneous interpreting are taught to manage memory demands (Rozan, 1956; Gillies, 2013). Lastly, rehearsal, exposure to a variety of speech types, and practice under stress-free conditions are recommended to build automaticity and confidence (Pöchhacker, 2016).

By breaking down and scaffolding the interpretation process, teachers can help students move from a state of cognitive overload and anxiety to one of control and competence.

The causes of interpretation anxiety

The term “interpretation anxiety” describes the uneasiness and trepidation felt when performing interpretation tasks, especially in formal or academic contexts. It is a type of anxiety related to foreign languages that is made worse by the fact that interpreting is done in real time. Interpretation necessitates the simultaneous processing of listening, short-term memory, and production efforts, as Gile (2009) points out in the Effort Models. Anxiety rises when a learner’s cognitive load exceeds their capacity, which frequently leads to performance breakdown.

Communication apprehension, test anxiety, and fear of receiving a poor grade are the three primary components of language anxiety, according to MacIntyre and Gardner (1994). In interpretation classes, all of these are typical, particularly when students are required to perform live in front of their peers and teachers. In a similar vein, Liu and Thondhlana (2015) note that the uncertainty of source texts and the demand for precise, immediate delivery may put additional strain on interpreter trainees.

How anxiety affects interpretation ability

Anxiety has been shown to have a detrimental impact on interpreting performance in numerous empirical studies. Higher levels of anxiety are associated with more mistakes in the delivery of the target language and decreased fluency, claim Jiménez Ivars and Pinazo Calatayud (2001). Additionally, Liu (2014) contends that anxiety damages working memory, which is essential for simultaneous and consecutive interpretation. Anxiety impairs focus and processing effectiveness because interpretation tasks require a high level of cognitive control (Moser-Mercer, 2000).

The teachers’ role in mitigating interpretation fear

When it comes to helping students deal with their anxiety during interpretation training, teachers can be extremely helpful. According to Horwitz (2017), students’ anxiety levels can be considerably reduced by using supportive classroom strategies like peer cooperation, positive reinforcement, and reasonable performance expectations. Learner confidence has been demonstrated to increase with structured scaffolding, such as practicing with pre-scripted texts prior to live interpretation (Lee, 2005). Similarly, Charoensukmongkol (2014) suggests using mindfulness or relaxation techniques prior to interpreting activities in order to help control students’ stress reactions.

Feedback from teachers is also very important. According to Park and Lee (2005), students’ self-efficacy and willingness to take chances in their performance are fostered by constructive, non-threatening feedback. Additionally, fostering self-reflection and a nonjudgmental classroom environment help lessen anxiety’s main component, the fear of receiving a poor grade (Gregersen & Horwitz, 2002).

Theoretical frameworks

The Affective Filter Hypothesis (Krashen, 1985) and Cognitive Load Theory (Sweller, 1988) serve as the foundation for this investigation. According to Krashen, students who experience high levels of anxiety might have a “high affective filter,” which prevents them from absorbing language and makes learning more difficult. According to the Cognitive Load Theory, performance deteriorates when working memory is overloaded as a result of stress or the complexity of the task. All of these frameworks lend credence to the idea that lowering anxiety during interpreter training can enhance student performance.

Research gaps

There has been a great deal of research on language learning anxiety, but there are still some gaps when it comes to anxiety in English interpreting, especially in the Vietnamese education system. Most of the research that has been conducted to date has looked at language anxiety in general or anxiety in language learning contexts that do not require students to have a high level of awareness of interpreting (MacIntyre & Gardner, 1991; Horwitz, 2001). There is little research on the specific problems that students in interpreting classes face, such as having to understand information simultaneously and the stress of having to interpret in real time (Durante, 1999). In addition, there is little research that examines how the teachers’ instructional strategies can help lowering their students’ anxiety levels. This allows us to test whether the theory is applicable and whether it can be modified to make it work better in Vietnamese universities.

METHODOLOGY

Research Design

This study adopted a mixed-methods approach, combining quantitative and qualitative data collection and analysis to explore students’ anxiety levels in interpretation courses and how teacher interventions influence their emotional and academic responses. A survey questionnaire was administered to measure levels and sources of interpretation-related anxiety, while semi-structured interviews with both students and teachers provided in-depth insights into classroom practices and perceived effectiveness of pedagogical interventions.

Participants

The participants included:

Students (n = 63) enrolled in English interpretation courses at a tertiary institution in Vietnam, both at intermediate and advanced levels.

Teachers (n = 2) currently teaching interpretation courses at the same institution.

A purposive sampling method was used to select participants who have experience with live or simulated interpretation tasks during their academic program.

Data Collection Tools

Student Survey Questionnaire

A self-administered questionnaire was designed to measure:

General anxiety levels in interpretation contexts

Specific sources of anxiety (e.g., fear of public speaking, cognitive overload, fear of negative evaluation)

Perceived effectiveness of teacher interventions (e.g., feedback, scaffolding, encouragement)

Structure of the Questionnaire:

Section A: Demographic Information

(e.g., age, gender, year of study, interpretation course experience)

Section B: Interpretation Anxiety Scale

Adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and tailored to the interpretation context.

Section C: Perceived Teacher Support

Inspired by existing pedagogical support instruments (e.g., Danielson et al., 2021).

Semi-Structured Interviews

Interviews were conducted with:

12 students (selected based on survey responses to represent different anxiety levels)

2 teachers of interpretation classes

Student Interview Topics:

Personal experiences of anxiety during interpretation tasks

Specific classroom situations that triggered or reduced anxiety

Perceptions of how teacher behaviors (e.g., tone, feedback, scaffolding) influenced their emotional state

Suggestions for reducing stress during interpretation training

Teacher Interview Topics:

Awareness of student anxiety during interpretation

Strategies used to support students emotionally and cognitively

Reflections on the effectiveness of feedback, task design, and classroom climate in reducing anxiety

All interviews were recorded (with participant consent), transcribed, and thematically analyzed.

FINDINGS AND DISCUSSION

Findings and discussion for Research Question 1: What are the levels and sources of anxiety experienced by students in interpretation courses at a tertiary institution?

The quantitative data collected from students enrolled in interpretation courses reveals that interpretation-related anxiety is generally high. The items with the highest mean scores (on a 5-point Likert scale) are:

These results indicate that students are particularly anxious about:

Lexical retrieval under time pressure

Formal assessments in interpretation (e.g., exams or tests)

Task complexity, especially in code-switching or bilingual shifts

Public performance, such as live interpreting in front of peers and instructors

In contrast, students were less concerned about being judged by teachers or peers, and many reported moderate confidence in their ability to interpret between English and Vietnamese.

DISCUSSION

The results are in line with past research that shows that time constraints and cognitive overload are major causes of anxiety when interpreting tasks. Interpreting entails managing memory, comprehension, and output production all at once, according to Gile’s (2009) Effort Models. The linguistic strain and lexical access issues under such circumstances are directly reflected in the highest-scoring item, which is students’ difficulty finding the right words quickly.

Furthermore, students’ anxiety about interpretation tests implies that formal testing settings make them feel even more stressed. This is consistent with Horwitz et al.’s (1986) more comprehensive model of anxiety in foreign language classrooms and MacIntyre and Gardner’s (1994) idea that test anxiety is a fundamental aspect of language-related anxiety.

Curiously, social judgement fears like “being laughed at” or “teachers thinking I’m not good” scored moderately (~3.22), whereas “nervousness in front of the class” scored highly (3.57). This implies that students may feel more anxious about their own perceived inadequacy than about other people’s opinions, and that performance pressure is more internally motivated than socially imposed.

Although students are not completely confident, they are also not overly insecure, as evidenced by their moderate confidence level in their bilingual interpretation abilities (mean = 3.00). This indicates room for improvement if their anxiety triggers can be successfully addressed by instructional support.

Findings and discussion for Research Question 2: How do teacher interventions (e.g., scaffolding, positive feedback, and stress-reduction techniques) influence students’ anxiety levels in interpretation classes?

The qualitative data from the teacher and student responses in interviews reveal several recurring themes regarding teacher interventions that help reduce anxiety during interpretation courses. Representative responses include:

“My teachers encouraged me.”

“More practice, feedback, and a supportive environment would help.”

“Provide us with practical experiences.”

“Teacher X, teaching me step by step, and I feel more comfortable.”

“My teacher prepared us with background knowledge of the topic and taught us necessary vocabulary.”

“Give us the main points of the text so that we can analyse it.”

“I studied the interpreting techniques and practiced them in different exercises.”

“I told them in advance what topic they had to prepare for the next class.”

“I provided multiple opportunities for them to practice chunking and managing time techniques.”

From these responses, the following key teacher behaviors were identified as helpful:

Encouragement and emotional support

Step-by-step guidance and scaffolding

Practical tasks and rehearsal opportunities

Feedback given in a constructive and non-threatening way

Creating a calm and non-stressful learning environment

Preparing students with background knowledge and vocabulary

Teaching necessary skills and helping students to practice

While a few students indicated uncertainty (e.g., “I don’t know” or “No answer”), the majority mentioned at least one instructional or emotional support strategy that reduced their stress.

DISCUSSION

These results corroborate earlier studies on the value of instructional design and teacher affective support in reducing anxiety related to interpretation. Horwitz (2017) and Danielson et al. (2021) claim that structured classroom experiences, teacher warmth, and the calibre of feedback all help to reduce students’ emotional barriers.
Students in this study emphasised the importance of real-world experience, which is a fundamental component of scaffolding in interpreter training (Lee, 2005). Students felt less nervous and more confident when they were given the opportunity to gradually improve their interpreting abilities through peer cooperation, repeated practice, and guided tasks.

Another major theme that surfaced was feedback. According to Gregersen and Horwitz (2002), who discovered that non-threatening feedback increases learners’ self-efficacy, students preferred encouraging comments over critical ones.

Students’ positive mentions of particular teachers (e.g., “teaching me step by step”) imply that they view the personality and delivery style of their teachers as significant determinants of their emotional learning process.
These results further support the theoretical underpinnings of Krashen’s Affective Filter Hypothesis (1985), which holds that when students experience safety, encouragement, and support, the “affective filter” is lowered, increasing the accessibility of input and the likelihood of productive learning.

CONCLUSION AND RECOMMENDATIONS

Conclusion

This study explored the levels and sources of anxiety experienced by students in interpretation courses at a tertiary institution and examined the influence of teacher interventions on reducing that anxiety. Through a mixed-methods approach—including Likert-scale surveys and open-ended responses—the study found that interpretation anxiety is a prevalent and multifaceted issue among English language learners preparing to become interpreters.

Quantitative data revealed that students most frequently experience anxiety when:

They cannot quickly find the right words during interpretation,

They are evaluated during formal interpretation tests,

They must switch rapidly between English and Vietnamese,

They perform live in front of classmates.

These findings align with theoretical frameworks such as Gile’s Effort Models (2009), which emphasize cognitive overload in interpreting, and Krashen’s Affective Filter Hypothesis (1985), which underlines how anxiety blocks language input and performance.

Qualitative responses highlighted that teacher behaviors—particularly scaffolding, emotional support, feedback, and creating a non-threatening classroom environment—play a critical role in lowering students’ anxiety. Students appreciated step-by-step guidance, repeated practice, and emotionally encouraging feedback that prioritized growth over judgment.

Recommendations

Based on the findings, the following recommendations are proposed for interpreter educators and curriculum designers:

For teachers in interpretation classes:

Incorporate Scaffolding Techniques

Break interpretation tasks into smaller steps: background knowledge input, vocabulary prep, shadowing, sight translation, and short consecutive interpretation before moving to full tasks.

Model the Task Before Student Performance

Demonstrate the expected interpretation style and strategies before asking students to perform, reducing uncertainty and stress.

Provide Constructive Feedback

Use non-threatening language and focus on progress. Avoid public criticism; use individual reflection or anonymous peer feedback for sensitive issues.

Create Low-Stakes Practice Opportunities

Integrate frequent informal practice with small groups or peers before high-stakes tests.

Normalize Anxiety and Teach Coping Strategies

Discuss anxiety openly and provide students with coping tools, such as breathing techniques, note-taking strategies, or mental rehearsal.

For institution

Design Interpretation Courses with Gradual Cognitive Load

Align the sequence of interpreting exercises to build confidence and fluency gradually.

Train Teachers on Affective Support Strategies

Include modules in teacher development programs on managing student anxiety and delivering feedback effectively.

Include Peer Practice and Collaboration

Design group-based or paired activities that allow students to practice in a supportive setting before solo performance.

By addressing both the emotional and cognitive dimensions of interpreter training, these strategies can help build more resilient, confident, and competent future interpreters. Reducing anxiety is not only a matter of student well-being—it directly contributes to interpretation accuracy, fluency, and long-term professional growth.

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