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Abstract
In interpreting courses, students are typically expected to engage in independent practice to develop these complex skills. However, many students encounter difficulties in practicing interpreting autonomously. The study examines how AI can facilitate students’ self-practice in interpreting courses. This action research with both qualitative and quantitative methods integrated was conducted with the participation of more than one hundred second-year and third-year students from five interpreting classes at the Faculty of Foreign Languages, HUFLIT. The participants were encouraged to utilize AI tools to support their independent practice outside of the classroom. The findings reveal that the majority of students perceived AI-assisted practice as both useful and engaging while also offering several recommendations for improving its implementation. For more generalizations and pedagogical implications, it is recommended that further large-scale studies should be conducted to examine the effectiveness of AI as a facilitator in self-directed practice for interpreting skills among university students.
Keywords: interpreting courses, self-practice, AI-assisted
