English as a foreign language (EFL) students’ challenges and strategies in interpreting course: a case study

Khanifa, Sabila (2026) English as a foreign language (EFL) students’ challenges and strategies in interpreting course: a case study. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

This study aimed to explore the challenges experienced by EFL students in interpreting practice and the strategies they used to overcome those challenges. This study employed a qualitative case study design. The participants were EFL seven students in seventh semester that enrolled in an Interpreting course at a university in Pekalongan, Indonesia. Data were collected through semi-structured interviews and classroom observations. The data were analyzed using Gile’s (2009) framework of interpreting challenges and strategies. The findings revealed that students experienced various challenges during interpreting practice. The main challenges included saturation, high density of source speech, problems associated with signal vulnerability, unknown names, possible language-specific differences in speech production, syntactic structures, differences in the perception of words, and speaker factors. These challenges often affected students’ ability to understand, remember, and deliver messages accurately. To overcome these difficulties, students applied several strategies. The comprehension tactics included delaying the response and reconstructing the segment using context. The preventive tactics consisted of taking notes and segmentation. The reformulation tactics included explaining or paraphrasing, reproducing the sound heard in the source-language speech, delaying the response in reformulation, form-based interpreting, replacing a segment with a more general term, omission, instant naturalization, parallel reformulation. The findings suggest that interpreting is a complex activity that requires students to manage multiple cognitive and linguistic demands simultaneously. The use of appropriate strategies helped students maintain communication and complete interpreting tasks more effectively.

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