Training Interpreting Learners to Collaborate with Captions and Subtitles during Simultaneous Interpreting

Captions and subtitles are two promising AI-enhanced tools that can be integrated into the simultaneous interpreting (SI) process. Although previous studies have shown that these tools can improve interpreters’ performance, their effective use requires specialized training. To help interpreting learners make better use of these tools during SI, the present study developed a specialized training based on learners’ needs and investigated its impact on learners’ interaction with captions and subtitles using eye-tracking technology. The findings reveal that 1) compared with captions, subtitles attracted less visual attention; 2) the specialized training helped learners foster a more flexible attention switching rather than heavier dependence on visual assistance.