Year: 2025
Type: article
Abstract: This mixed study explores the impact from reflective journal writing upon students' interpreting anxiety. It draws on data sources from students' reflective journals written during the semester as well as two questionnaires of Anxiety Scale for Chinese Interpreting Learners. The study focuses on three dimensions of interpreting anxiety, namely task anxiety, error anxiety and confidence anxiety. Task anxiety has been significantly alleviated over the course, while the other two have not. The cognitive-affective-behavioral intervention mechanism identified in students' reflective journals, functions effectively in mitigating interpreting anxiety. The study also reveals how instructed reflective journals enable students to perceive themselves as self-motivated and sustainable learners. This study holds important pedagogical implications for educators in language teaching and other educational context.
Source: Frontiers in Psychology
Author: Zhenzhen Wang
Institution: Shanghai Dianji University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W4416993311