SPEAKING FLUENCY AND INTERPRETING PERFORMANCE
Keywords:
Speaking Skills, InterpretingAbstract
Speaking fluency is crucial for successful interpreting. However, less attention is paid to the direct relationship between speaking skills and interpreting performance, especially for students who want to become English teachers. This study aims to discover more efficient teaching methods for interpretation classes by focusing on three primary objectives: first, to analyze the students’ speaking skills based on their video project performances; second, to examine the students’ interpreting performance also through their video assignments; and third, to determine whether there is a correlation between students’ speaking skills and their interpreting performance. This study used a quantitative correlational method to examine the relationship between students’ speaking skills and interpreting performance. The data were obtained from 25 fifth-semester students through their assessed video assignments in the Educational Interpreting course. Speaking and interpreting performances were assessed with standardized rubrics, and the results were statistically analyzed using Pearson correlation to measure the strength and significance of their relationship. This study found a strong and significant positive correlation (r = 0.938, p < 0.001) between students’ speaking skills and interpreting performance, based on data from 25 students. The results indicate that higher speaking proficiency is closely associated with better interpreting outcomes, highlighting the importance of developing speaking skills to support success in interpretation tasks.
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