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PubblicazioneHow usable are CAI tools in professional interpreting settings? Insights from a highly technical assignment(EUT Edizioni Università di Trieste, 2025)The usability of computer-assisted interpreting (CAI) tools has largely been studied in highly controlled conditions. Research in settings that more closely resemble interpreters’ working conditions could provide a deeper understanding of how CAI tools can currently support professional interpreting, particularly in challenging assignments and settings characterised by high complexity. This paper reports on a usability study of the CAI tool SmarTerp conducted during a multilingual meeting at the European Patent Office. Six experienced interpreters worked simultaneously from three remote ‘dummy’ booths (German, English, French). This context involved fast, impromptu speech, a high density of problem triggers, and highly specialised terminology, offering a test of CAI performance under demanding conditions. Data were collected through interpreter observations recorded in digital logs, a post-task usability questionnaire, and focus groups. The findings emphasise the importance of tailoring the automatic speech recognition engine to handle highly technical content, as well as the necessity of providing targeted training to help interpreters integrate CAI tools effectively. The results also point to the value of conducting further research in naturalistic settings to evaluate CAI tools’ usability in addition to (quasi-)experimental studies and guide their ongoing development.
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PubblicazioneIntroducing OTRM: a YouTube-based approach to media dialogue interpreters’ education(EUT Edizioni Università di Trieste, 2025)Accelerated by the Covid-19 pandemic, the digital revolution has radically changed our living, professional, and teaching/learning environments. In the field of Interpreting Studies, technology-mediated resources are now widely used by educators and students. With specific reference to dialogue interpreter education, the focus has increasingly been on situated learning approaches based on the use of real-life data. Building on these premises, this paper reports on a preliminary qualitative investigation of educational resources available on YouTube in the fields of healthcare and media interpreting. Findings reveal the presence of simulation-based learning materials in the former versus an absence of pedagogically embedded resources in the latter. In light of this, a research-based proposal for a social constructivist learning model is put forward: designed for both in-class and self-study education, the On-the-Tube Role-play Method (OTRM) aims at enabling students of media dialogue interpreting to engage with authentic data through a guided and structured learning process inviting personal as well as shared reflection on the specific challenges posed by the broadcast entertainment.
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PubblicazioneDigital tools and technologies before, during and after simultaneous interpreting: towards a chronological workflow-based professional and didactic model(EUT Edizioni Università di Trieste, 2025)Conference interpreting didactics and professional practice is marked by new technology-driven needs, challenges and opportunities. Drawing on the technology-based approach in conference interpreting (Ferreiro-Vázquez/Varajão Moutinho Pereira 2023; Winters et al. 2024; Davitti et al. 2025), this article presents a chronological workflow-based model for interpreting technology use and training. This model results from three professional perspectives: academic training in conference interpreting, CPD (continuous professional development) for interpreters and the professional practice itself through a “practisearcher” perspective. With a particular focus on simultaneous interpreting (SI), a set of digital tools, resources and technologies have been grouped into three main categories based on a user-centered chronological approach: i) before the SI assignment (tools and technologies for the general preparatory phase and for the document-based terminology-specific preparatory phase); ii) during the SI assignment (CAI tools, ASR, prompting, tablet applications) and; iii) after the SI assignment (archiving and sharing data, building a portfolio of documents and files, tracking one’s progress, transcription, subtitles creation and related extra services). The ultimate goal is to provide interpreters, students and trainers with a new methodological framework in the use and teaching of interpreting technology.
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