Learner Autonomy via Self-Assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment

This paper discusses the implementation of self-assessment in consecutive interpreting among novice learners in a non-interpreting environment specifically referring to the interpreting courses offered at USM (Universiti Sains Malaysia), being the only bachelor’s degree programme in Translation and Interpreting in Malaysia, and the learners’ perception on this mode of assessment with the goal of fostering learner autonomy among them. Such implementation was made possible with the shift from analogue technology to digital technology, the deployment of e-learning in the course instruction, and the shift from teacher-centred learning approach to student-centred learning approach in line with the university’s APEX (Accelerated Programme for Excellence) transformation plan. Findings show a high acceptance level of self-assessment among novice learners of interpreting.