The study on the learning effectiveness in Japanese interpretation: Integrated shadowing teaching techniques for enhancing listening and speaking skills

Abstract

The objectives of study on the learning effectiveness in Japanese interpretation: Integrated shadowing teaching techniques for enhancing listening and speaking skillswere: 1) to study on the learning effectiveness of listening and speaking skills in Japanese language courses using integrated shadowing teaching techniques for translator 2) to compare Japanese for Interpreter of listening and speaking skills using shadowing techniques and 3) to study the satisfaction of Japanese for Interpreter of listening and speaking skills using shadowing techniques. The instruments used in this research were: 1) active learning plan for Japanese for Interpreter of listening and speaking using shadowing techniques 2) two sets of pretest and posttest tests consisted of Japanese-Thai Interpreter and Thai-Japanese Interpreter. and 3) satisfaction questionnaires of the development of Japanese for Interpreter of listening and speaking using shadowing techniques.

The results of the pretest and posttest for Japanese interpreter listening and speaking using shadowing techniques exceeded the set criterion at a significance level of 0.04. Furthermore, the scores increased by 4.83 points, representing a 12.08% improvement when comparing the scores before and after participating in shadowing techniques. The results of the pretest and posttest for Japanese interpreter speaking-listening, segmented by participation in shadowing techniques, demonstrated an increase in scores. The group participating in shadowing techniques showed a higher improvement, with scores increasing by 8.67 points or 21.67%.

Regarding reliability, Cronbach’s Alpha-Coefficient was calculated at 0.91, indicating high reliability.

Finally, The satisfaction survey results for Japanese interpreter listening and speaking using shadowing techniques revealed very high satisfaction levels. Specifically, the satisfaction was highest in the aspect of the lecturer, followed by teaching and learning, teaching media, and an overview of developing listening and speaking skills.