Exploring Psychological and Cognitive Difficulties Faced by Yemeni Undergraduate Students during Simultaneous Interpreting Tasks

Abstract

This study aimed to investigate the psychological and cognitive difficulties encountered by undergraduate Yemeni students during simultaneous interpreting (SI) sessions. Data from 30 Yemeni undergraduate trainee students, in SI classes, at the Department of English and Translation from al-Qalam University for Humanities & Applied Sciences, Ibb City, Yemen, and the National University, Ibb Branch, Yemen were observed, recorded, collected, and analyzed quantitatively, descriptively and qualitatively within the framework of approaches and models of SI discussed in this study. The study at hand uncovered the most prominent psychological and cognitive difficulties faced by students during the process of SI tasks which were difficulties in listening comprehension, memory, language production, processing speed, management of attention, anxiety and stress, cognitive load management, self-regulation, problem-solving, motivation and persistence. The implications for educational practices, interventions, and supporting mechanisms were recommended to enhance students’ performance. Finally, the study concluded with some suggestions for future research aiming to contribute to the advancement of interpreter training programs and the understanding of psychological and cognitive processes in simultaneous processing tasks.