Enhancing interpreting performance, engagement, and self-regulated learning through peer assessment: an attachment theory perspective.

ABSTRACT: This study addresses the challenge of limited personalized feedback in interpreter training, which often hinders students' engagement, self-regulation, and performance development. Guided by Attachment Theory, it explores how peer assessment can serve as a secure relational scaffold that enhances learning outcomes. Employing a quasi-experimental design with 30 undergraduate interpreting students divided into experimental and control groups, the study combined pre- and post-tests with surveys and thematic analysis to evaluate interpreting performance, engagement, and self-regulated learning (SRL). Quantitative results showed significant improvement in interpreting performance, engagement, and SRL in the peer-assessment group, while qualitative findings revealed improved confidence, reflecti

SUBMITTER: Yang C 

PROVIDER: S-EPMC12714925 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature