The current paper intends to explore whether there are significant correlations between students’ interpreting self-efficacy and their self-assessment accuracy and how their interpreting self-efficacy mediates the latter. A total of 53 students completed an Interpreting Self-Efficacy (ISE) Scale before assessing their own performance in an English-Chinese consecutive interpreting exercise based on a self-assessment grid previously discussed and modified between students and the course teacher. Spearman correlation tests were employed to investigate the correlations between students’ ISE level and their self-assessment accuracy, calculated by subtracting the teacher’s marks from students’ marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE can only vaguely predict students’ self-assessment performance, which corroborates existing findings. This justifies more rigorous reflection on student assessment and teaching in interpreting classrooms as well as on the role of ISE in the learning process.
 

interpreting self-efficacy; self-assessment; self-assessment accuracy