ABSTRACT
This chapter explores the integration of remote technologies into interpreter training, highlighting a custom-built Remote Simultaneous Interpreting Training Platform (RSITP) called i-nest. The study took place during the 2022/2023 academic year in a hybrid environment, combining traditional in-person sessions with remote interpreting classes. A self-reported survey was employed to evaluate students’ individual experiences of stress, comfort, and ease of work across both modalities.
Findings from a group of 22 first-year M.A. students of translation and interpreting show that while on-site technology was considered somewhat easier to navigate, remote interpreting resulted in significantly lower stress levels and increased comfort. An analysis of a subgroup of students who experienced higher stress in on-site environments indicated that remote interpreting provided a distinctly less stressful atmosphere, likely due to decreased performance pressure and greater autonomy. Feedback from open-ended questions indicated that on-site stressors were mainly interpersonal and environmental, while remote stress was often linked to technical difficulties and distractions at home. Although the study has limitations – such as the sample size and dependence on self-reported data – it highlights important trends warranting further research.
The chapter contributes to ongoing discussions about the digital transformation of interpreter education and advocates for a nuanced, inclusive approach to integrating remote platforms into training curricula.
