DIPLOMATIC ACADEMY OF VIETNAM

ENGLISH FACULTY
__________________________

RESEARCH PAPER

Note - Taking Challenges in Interpreting: Perspectives of Senior

English Majors at the Diplomatic Academy of Vietnam

Students: 1. Vu Thi Phương Anh - NNA48C10573

2. Vu Thuy My - NNA48C10687

3. Pham Hoang Minh Ngoc - NNA48C10693

Supervisor: M. A. Giang Thanh Tra

HA NOI – 2025
 STUDENTS PROJECT PARTICIPANTS

NAME ID STUDENT CONTACT EMAIL OUTLOOK

VuThiPhuongAnh-NNA
Vũ Thị Phương Anh NNA48C10573 0912519605
48C1@[Link]

VuThuyMy-NNA48C1
Vũ Thuý My NNA48C10687 0793223333
@[Link]

PhamHoangMinhNgoc-
Phạm Hoàng Minh Ngọc NNA48C10693 0963630850
NNA48C1@[Link]
APPROVED BY SUPERVISOR

Giang Thanh Trà M.A.

Date: January 6th, 2025.

 ABSTRACT

This study investigates the challenges faced by senior English majors at

the Diplomatic Academy of Vietnam in note-taking during interpreting.
Note-taking is a vital skill in consecutive interpreting, allowing interpreters to
retain and convey key information from the source speech with accuracy.
However, mastering this skill proves difficult due to the complex cognitive,
technical, and linguistic demands of the task. Using both quantitative and
qualitative methods, this research identifies and analyzes the common
difficulties students encounter, such as cognitive overload, a lack of structured
note-taking systems, and challenges in adapting theoretical strategies to practical
interpreting scenarios.

The findings reveal that students often struggle to prioritize key

information, manage the simultaneous tasks of listening and writing, and
effectively use symbols and abbreviations. Linguistic barriers, such as the
structural differences between English and Vietnamese, and the interpretation of
culturally specific references, further complicate the note-taking process.
Environmental factors, including rapid speech rates and unfamiliar accents, also
contribute to these challenges. Despite these obstacles, students have adopted
practical strategies such as focusing on capturing main ideas rather than
attempting verbatim transcription and gradually developing personalized
note-taking systems that work for them. This research contributes to the broader
field of interpreting studies by providing insights into the unique challenges
faced by Vietnamese students. It offers actionable recommendations for
educators to improve interpreting training programs, better equipping students
with the skills required to meet the demands of professional interpreting in an
increasingly globalized world.
 TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION...................................................................... 1
1.1. Rationale of topic selection.................................................................... 1
1.2. Research questions................................................................................. 2
1.3. Aims and objectives of the study........................................................... 3
1.4. Significance of the study........................................................................ 3
1.5. Scope of the study.................................................................................. 4
1.6. Research methodology........................................................................... 5
1.7. Organization of the study....................................................................... 5
CHAPTER 2: LITERATURE REVIEW.......................................................... 6
2.1. Note-taking in interpreting..................................................................... 6
2.1.1. Definition and importance...........................................................6
2.1.2. Key functions and theoretical frameworks..................................7
2.1.3. Effective note-taking techniques................................................. 8
2.2. Challenges of note-taking in interpreting............................................. 10
2.2.1. Cognitive issues.........................................................................10
2.2.2. Technical difficulties................................................................. 11
2.2.3. Environmental distractions........................................................12
2.3. Benefits of note-taking in interpreting................................................. 12
2.4. Research gap and necessity for the study............................................. 15
2.5. Effective approaches to address note-taking challenges...................... 16
CHAPTER 3: METHODOLOGY, FINDINGS, AND DISCUSSION..........19
3.1. Methodology........................................................................................ 19
3.1.1. Context of the study and research design..................................19
3.1.2. Subject of the study................................................................... 20
3.1.3. Data collection procedure..........................................................22
3.1.4. Data analysis procedure............................................................ 23
3.2. Findings................................................................................................ 25
3.2.1. Demographics and survey participation....................................25
 3.2.2. Challenges in note-taking for interpreting................................ 26
3.2.3. Common solutions to note-taking challenges........................... 29
3.2.4. Perceived benefits of note-taking strategies..............................30
3.2.5. Additional insights from open-ended responses....................... 32
3.3. Discussion............................................................................................ 34
3.3.1. Common challenges in note-taking during interpreting............34
3.3.2. Solutions to improve note-taking skills in interpreting.............36
3.3.3. The impact of solutions on note-taking and interpreting
performance.........................................................................................37
CHAPTER 4: RECAPITULATIONS AND RECOMMENDATIONS........ 39
4.1. Recapitulations..................................................................................... 39
4.2. Implications.......................................................................................... 40
4.3. Limitations............................................................................................41
4.4. Recommendations for further research................................................ 42
REFERENCES.................................................................................................. 44
APPENDIX........................................................................................................ 46

6
 LIST OF TABLES, AND ABBREVIATIONS

TABLES

Table 3.1: Descriptive statistics of note-taking challenges 26

Table 3.2: Common note-taking solutions 29

Table 3.3: Benefits of note-taking solutions 31

Table 3.4: Reliability statistics 33

ABBREVIATIONS

DAV : Diplomatic Academy of Vietnam

 CHAPTER 1: INTRODUCTION

1.1. Rationale of topic selection

Note-taking is a fundamental skill in interpreting that plays a

crucial role in helping interpreters retain and accurately convey
information during real-time translation. In the context of interpreting,
note-taking serves as a cognitive tool, enabling interpreters to capture
essential details and interpret messages with precision and coherence.
Despite its significance, many students of interpreting, particularly senior
English majors, face numerous challenges when attempting to effectively
utilize this skill.

Research into note-taking in interpreting has been ongoing for

decades, with scholars such as Gile (2009) and Vandepitte (2014)
emphasizing the connection between efficient note-taking strategies and
successful interpreting outcomes. These studies indicate that note-taking
helps interpreters overcome cognitive overload, enhance memory
retention, and maintain the flow of speech. However, while much has
been written about note-taking in general, there is limited research
specifically addressing the difficulties encountered by students in
non-native English-speaking contexts, such as Vietnam, and particularly
within the framework of academic programs at institutions like the
Diplomatic Academy of Vietnam (DAV).

The Diplomatic Academy of Vietnam, a prominent institution for

training future diplomats and interpreters, offers a rigorous curriculum for
English majors specializing in translation and interpreting. Despite their
advanced level of study, senior students often struggle with various
aspects of note-taking, particularly due to the high linguistic and
cognitive demands of interpreting tasks. Factors such as the complexity

1
of the subject matter, time constraints, and the students' individual
learning styles all contribute to these challenges.

The primary objective of this study is to explore the note-taking

challenges faced by senior English majors at DAV, focusing on their
perspectives and experiences during interpreting tasks. Specifically, this
research will examine the difficulties they encounter, the strategies they
use to overcome these obstacles, and the factors that influence their
ability to take effective notes. By gaining a deeper understanding of these
challenges, the study aims to provide insights that can inform curriculum
development and teaching strategies for future interpreting courses at
DAV and similar institutions.

Ultimately, this research seeks to contribute to the broader field of

interpreting training, shedding light on the unique challenges faced by
senior students in Vietnam, and offering practical recommendations to
enhance note-taking practices for aspiring interpreters.

1.2. Research questions

This study focuses on investigating the common challenges of

note-taking on interpreting performance of Senior English-majored
undergraduates at the Diplomatic Academy of Vietnam. As a result, it
aims at answering the following research questions:

i) What are common challenges in note-taking during interpreting

as perceived by Senior English major students at the Diplomatic
Academy of Vietnam?

ii) What are common solutions to improve note-taking skills in

interpreting as perceived by Senior English major students at the
Diplomatic Academy of Vietnam?

2
 iii) How do these solutions help Senior English major students
improve the note-taking skills in interpreting?

1.3. Aims and objectives of the study

The primary aim of this research paper is to explore and clarify the
challenges faced by Senior English major students at the Diplomatic
Academy of Vietnam (DAV) in note-taking for interpreting, as well as the
solutions used to improve their note-taking skills. The study also aims to
reveal how these proposed solutions contribute to enhancing students'
note-taking abilities from their perspectives. To accomplish this aim,
major objectives are established as follows:

First, uncovering note-taking problems in interpreting perceived by

Senior English major students at the DAV.

Second, identifying the common solutions that Senior English

major students perceive as effective solutions to improve their note-taking
skills in interpreting.

Third, revealing how students' appliance of these solutions

enhances their note-taking ability to handle interpreting tasks.

1.4. Significance of the study

First, this study is hoped to contribute to the existing body of

knowledge by providing insights into note-taking practices in interpreting
education. By examining the specific challenges faced by Senior English
majors at Diplomatic Academy of Vietnam, the research aims to provide
insights into common note-taking problems that students are dealing with
and propose viable solutions to enhance interpreter’s note-taking.

3
 Second, the findings of this study could motivate and offer
practical recommendations for educators to develop targeted teaching
methods that address note-taking issues. Implementing these
recommendations could lead to the development of more effective
teaching methods that emphasize the importance of note-taking in
interpreting, thereby enhancing the overall interpreting skills of students.
This, in turn, will better equip them for their future careers in language
interpreting, meeting the increasing demands of global communication.

Third, the study aims to offer valuable perspectives on how

students perceive their note-taking during interpreting in general and
suggest strategies that can be integrated into self-practice interpreting,
thereby fostering a deeper understanding of the cognitive processes
involved in language interpreting so as to better prepare students for
real-world interpreting tasks. This research is particularly significant
given the growing global demand for skilled interpreters who can
navigate the complexities of cross-cultural communication.

1.5. Scope of the study

Due to time constraints and the limited scope of this paper, the
present research solely concentrates on unraveling the challenges of
note-taking during interpreting performance of Senior English-majored
undergraduates at the Diplomatic Academy of Vietnam, especially in
consecutive interpreting. Simultaneously, the paper also investigates some
measures applied by research subjects in order to cope with note-taking
challenges in interpreting, thereby improving their overall performance.

1.6. Research methodology

To explore the challenges of note-taking in interpreting, this study

employs both qualitative and quantitative approaches.

4
 An online questionnaire serves as a primary tool for gathering
quantitative data, focusing on students’ note-taking habits, and the
influence these practices have on their interpreting. Then, statistical
analysis of the collected quantitative data will be conducted through
SPSS software.

Insights from both the survey date responses from this research are
expected to provide valuable insights into how note-taking can enhance
interpreting performance. This study aims to equip English majors at
DAV with practical strategies for effective note-taking, thereby improving
their interpreting skills and supporting their professional development.

1.7. Organization of the study

The study consists of four chapters:

Chapter 1 (Introduction) introduces the rationale of the study, aims

and objectives, research questions, research methods, significance of the
study, and scope of the study.

Chapter 2 (Literature Review)

Chapter 3 (Methodology, Findings, and Discussion)

Chapter 4 (Conclusion and Recommendations)

5
 CHAPTER 2: LITERATURE REVIEW

2.1. Note-taking in interpreting

2.1.1. Definition and importance

Note-taking in interpreting is a specialized skill distinct from

general note-taking. In the context of interpreting, it involves the selective
recording of key information from a source speech, such as main ideas,
logical connections, numerical details, and specific terms. Unlike
traditional note-taking, which often prioritizes extensive detail or
verbatim transcription, interpreting-focused note-taking emphasizes
brevity, clarity, and efficiency. As described by Rozan (2002), effective
note-taking serves as a bridge between comprehension and accurate
delivery, enabling interpreters to capture the essence of a message without
overwhelming themselves with unnecessary details.

This skill plays a pivotal role in consecutive interpreting by

compensating for the limitations of short-term memory. Since interpreters
must retain information while continuing to listen to new input,
note-taking acts as an external memory aid, allowing interpreters to
temporarily offload information onto paper. This not only enhances
memory retention but also ensures that the interpreter can focus on
analyzing the speaker's intent and reformulating the content in the target
language (Han et al., 2022). Furthermore, note-taking supports
interpreters in handling dense or information-heavy speeches, such as
those containing dates, figures, or lists, which are particularly difficult to
memorize on the spot.

The importance of note-taking extends beyond memory support. It

helps interpreters maintain logical flow and accuracy during their
delivery, reducing the likelihood of omissions or distortions. According to

6
Gile’s Effort Model (1995/2009), note-taking helps interpreters manage
the cognitive demands of interpreting by distributing their mental effort
across listening, analyzing, and writing tasks. Without effective
note-taking, interpreters may struggle to balance these tasks, resulting in
incomplete or inconsistent interpreting.

2.1.2. Key functions and theoretical frameworks

Note-taking in interpreting serves multiple essential functions that

contribute to the overall quality of the interpreting process. First and
foremost, it helps reduce cognitive overload by offloading information
from the interpreter’s working memory to paper. This allows interpreters
to allocate more cognitive resources to understanding the source speech
and planning its delivery in the target language (Phuong et al., 2023). In
consecutive interpreting, where the interpreter must process and deliver
extended segments of speech, the notes act as a roadmap, guiding the
interpreter in reconstructing the message accurately and logically. This is
particularly crucial when the speech contains complex ideas or multiple
points that need to be delivered in sequence.

Another critical function of note-taking is to enhance

concentration. The act of writing forces interpreters to stay actively
engaged with the speaker’s message, reducing the risk of losing focus.
This active engagement not only improves comprehension but also
reinforces the interpreter’s ability to identify key ideas and logical
connections within the speech. Furthermore, notes serve as visual cues
that help interpreters recall details that might otherwise be forgotten, such
as names, numbers, or technical terms. Research has shown that
interpreters who use effective note-taking strategies perform better in

7
terms of accuracy and fluency compared to those who rely solely on
memory (Zhou & Dong, 2024).

Several theoretical frameworks underline the significance of

note-taking in interpreting. Rozan’s Seven Principles of Note-Taking is
one of the most widely recognized models, emphasizing the need for
clarity, brevity, and an emphasis on ideas rather than words. These
principles advocate for using symbols, abbreviations, and structured
layouts to capture the essence of the message while minimizing cognitive
effort. For instance, vertical alignment of notes helps interpreters
visualize relationships between ideas, making it easier to reconstruct the
logical flow during delivery (Rozan, 2002).

Gile’s Effort Model (1995/2009) further highlights the role of

note-taking in managing the cognitive demands of interpreting.
According to this model, consecutive interpreting requires interpreters to
balance three main efforts: listening and analyzing the source speech,
producing the target speech, and maintaining a working memory buffer.
Note-taking reduces the strain on working memory, allowing interpreters
to focus more effectively on listening and delivery. By externalizing part
of the information-processing load, note-taking helps interpreters
optimize their cognitive resources and achieve a smoother interpreting
process.

2.1.3. Effective note-taking techniques

Developing effective note-taking techniques is essential for

interpreters to manage the challenges of consecutive interpreting.
Structured note-taking systems are particularly beneficial, as they provide
interpreters with a consistent framework for recording and organizing
information. For example, Rozan’s system encourages the use of simple

8
symbols and abbreviations to represent frequently occurring concepts,
such as arrows for cause-and-effect relationships or underlines for
emphasis. This approach allows interpreters to write quickly and
efficiently while maintaining clarity and readability.

Another effective technique is the vertical organization of notes,

where ideas are arranged in a column rather than written linearly. This
method helps interpreters visualize the logical structure of the speech,
making it easier to identify connections between main points and
supporting details during the delivery phase (Rozan, 2002). Additionally,
using different colors or highlighting tools can help interpreters prioritize
key information, such as technical terms or numerical data.

Training and practice are crucial for mastering these techniques.

Interpreters need to experiment with different methods to develop a
personalized system that suits their cognitive and linguistic preferences.
Regular exposure to real-world interpreting scenarios, combined with
feedback from trainers or peers, can help interpreters refine their
note-taking skills and adapt them to various contexts. Zhou and Dong
(2024) emphasize that consistent practice not only improves note-taking
fluency but also enhances overall interpreting accuracy and confidence.

In addition to formal training, self-reflection is a valuable tool for

skill development. By reviewing their notes after interpreting sessions,
students can identify areas for improvement, such as inconsistencies in
symbol usage or gaps in recorded information. This iterative process
allows interpreters to fine-tune their techniques and build a reliable
note-taking system that supports their professional growth.

9
2.2. Challenges of note-taking in interpreting

Note-taking is fundamental in consecutive interpreting, bridging

comprehension and delivery. Despite its importance, student interpreters
face significant challenges in mastering this skill, especially when
cognitive and technical demands are high.

2.2.1. Cognitive issues

Note-taking is a crucial skill in consecutive interpreting, acting as a

bridge between comprehension and accurate delivery. The skill is
particularly significant in overcoming the constraints of short-term
memory, allowing interpreters to retain and recall information efficiently
(Han et al., 2022). However, despite its importance, note-taking presents
substantial challenges, particularly for student interpreters who often
struggle to integrate note-taking into their interpreting process effectively.

Cognitive challenges in note-taking are primarily linked to the high

mental load associated with simultaneously listening, comprehending,
and writing (Phuong et al., 2023). According to Gile’s Effort Model
(1995/2009, as cited in Han et al., 2022), consecutive interpretation
requires managing several overlapping cognitive tasks–comprehending
the source speech, analyzing the content, and taking notes—all while
maintaining a coherent understanding of the message. This often leads
interpreters to overburden their cognitive resources, which can result in
incomplete or inaccurate notes. For novice interpreters, the struggle to
maintain focus while multi-tasking can lead to information loss,
especially if they attempt to transcribe verbatim rather than focusing on
key ideas (Han et al., 2022; Al-Harahsheh et al., 2020).

10
 One of the most common issues arises when interpreters attempt to
capture every detail of the speech, leading to cognitive overload. This is
problematic because it diverts attention away from comprehending the
source message, thus impeding the accuracy of interpretation (Phuong et
al., 2023; Rozan, 2002). Additionally, novice interpreters may struggle
with differentiating between essential and non-essential information,
further complicating the note-taking process (Han et al., 2022).

2.2.2. Technical difficulties

Technical challenges include the lack of a structured note-taking

system and inefficient use of symbols and abbreviations. According to
Han et al. (2022), interpreters who lack training in structured note-taking
methods often struggle with organizing their notes systematically. This
can result in notes that are either too dense or too sparse, making it
difficult to recall the intended message during the interpretation phase.
Furthermore, a lack of standard symbols and shorthand systems may
cause interpreters to waste valuable time deciphering their own notes,
thereby disrupting the flow of the interpretation (Al-Harahsheh et al.,
2020).

The effectiveness of note-taking can also be hampered by poor

handwriting, which further complicates the retrieval of information under
time pressure (Pham, 2020). Students often report that their handwriting
speed is insufficient to keep up with rapid speech, leading to incomplete
notes that lack coherence and clarity (Pham, 2020; Nguyen & Nguyen,
2021). Developing a personal note-taking system that is both efficient and
adaptable is often cited as a significant hurdle for novice interpreters
(Han et al., 2022).

11
 In line with Rozan’s principles (2002), effective note-taking should
emphasize capturing the ideas rather than exact words. However, students
frequently deviate from this principle, leading to confusion during the
reproduction stage. As noted by Setton and Dawrant (2016, as cited in
Al-Harahsheh et al., 2020), the ability to develop a coherent and efficient
system of note-taking is critical not only for reducing cognitive load but
also for enhancing the overall quality of interpretation.

2.2.3. Environmental distractions

Beyond cognitive and technical difficulties, interpreters also face

environmental challenges that impact their note-taking abilities. Background
noise, uncomfortable seating, poor lighting, and low-quality audio can distract
interpreters and make it difficult to focus on both listening and note-taking
simultaneously (Nguyen & Nguyen, 2021). Rapid speech rates and strong
accents further exacerbate the difficulty, leaving little time for interpreters to
take effective notes (Pham, 2020).

Notably, a recurring issue among student interpreters is their struggle to

integrate learned strategies into their personal note-taking practices. The ability
to adapt note-taking techniques to various contexts is a skill that requires
consistent practice and refinement (Han et al., 2022). According to
Al-Harahsheh et al. (2020), many trainee interpreters lack confidence in their
ability to retain information without attempting to write down everything they
hear, which often leads to ineffective notes and a diminished capacity for
interpretation.

2.3. Benefits of note-taking in interpreting

In the context of consecutive interpreting (CI), note-taking is

widely recognized as an essential tool that enhances the accuracy and
effectiveness of interpreters' performance. Its role goes beyond merely

12
jotting down words, serving instead as a cognitive aid to manage the
complex task of interpreting between languages (Phuong et al., 2023).

One of the primary benefits of note-taking in CI is its ability to

alleviate the pressure on interpreters' short-term memory. Given the high
cognitive load involved in listening, comprehending, and translating
spoken content, note-taking helps by offloading part of the memory
burden (Phuong et al., 2023). According to Zhou and Dong (2024),
note-taking significantly enhances both the accuracy and fluency of
recalling source texts, especially as interpreters gain more training
experience. This external support mechanism allows interpreters to focus
on listening and comprehension without being overwhelmed by the need
to remember every detail (Lambert, 1983 as cited in Al-Harahsheh et al.,
2020). Furthermore, research has shown that interpreters using notes
outperform those who rely solely on their memory, particularly when it
comes to details like numbers, dates, and proper names (Phuong et al.,
2023; Zhou & Dong, 2024).

Another significant advantage of note-taking is its impact on the

precision of the interpreted content. By providing a structured way to
capture critical information, note-taking helps interpreters avoid errors
that could occur due to information overload (Han et al., 2022). For
instance, taking selective notes that focus on key points rather than
attempting to transcribe verbatim helps interpreters maintain clarity and
accuracy in their delivery (Al-Harahsheh et al., 2020). This is crucial in
high-stakes settings where even a slight deviation from the original
message could alter the intended meaning.

Note-taking also serves as a retrieval cue, aiding interpreters in

quickly recalling specific details during the interpreting phase (Phuong et

13
al., 2023). This ensures that the interpreting is both comprehensive and
faithful to the source material. According to research, interpreters who
effectively employ note-taking strategies are better equipped to handle
dense and complex information, thus improving the overall quality of
their output (Phuong et al., 2023; Al-Harahsheh et al., 2020).

By offloading information from the mind to paper, note-taking

minimizes the mental strain associated with consecutive interpreting. This
reduction in cognitive load allows interpreters to allocate more cognitive
resources to understanding the source message and reformulating it in the
target language (Jie & Chaolun, 2004 as cited in Phuong et al., 2023;
Zhou & Dong, 2024). The act of writing down essential points also
reinforces the interpreter's concentration, thereby reducing fatigue and
increasing their endurance during lengthy interpreting sessions (Zhou &
Dong, 2024).

Furthermore, by selectively capturing only key concepts,

interpreters can reduce the effort required during the note-reading phase,
allowing for more efficient recall and re-expression (Lambert, 1983 as
cited in Al-Harahsheh et al., 2020). This approach not only enhances the
quality of the interpreting but also makes it easier for interpreters to
manage longer and more information-dense speeches (Han et al., 2022).

Beyond its immediate benefits during interpreting, note-taking is

also valuable as a tool for skill development. Training interpreters to
develop their own note-taking systems can significantly enhance their
performance over time (Al-Harahsheh et al., 2020). According to Setton
and Dawrant (2016, as cited in Al-Harahsheh et al., 2020), interpreters
who practice personalized note-taking techniques are better able to
internalize these strategies, which leads to improved efficiency and

14
effectiveness in real-world interpreting scenarios. The benefits of
structured training in note-taking were also supported by Zhou and Dong
(2024), who found that interpreters showed progressive improvement in
both note-taking fluency and interpreting accuracy with increased
training.

2.4. Research gap and necessity for the study

Although note-taking is widely recognized as essential in

consecutive interpreting (Han et al., 2022; Rozan, 2002), most existing
studies emphasize professional interpreters in Western or
English-speaking contexts (Gile, 2009; Vandepitte, 2014). Limited
research addresses the specific challenges encountered by student
interpreters in non-native English environments, especially in Vietnam,
where linguistic, cultural, and educational factors significantly impact
note-taking practices.

At the Diplomatic Academy of Vietnam (DAV), a pivotal

institution for interpreter training, senior English majors face unique
obstacles in note-taking during interpreting tasks. These challenges are
exacerbated by the demanding nature of consecutive interpreting, as
described in Gile’s Effort Model (1995/2009). Students must manage
cognitive overload caused by simultaneous listening, analysis, and note
transcription, often without adequate training in structured note-taking
methods (Han et al., 2022; Pham, 2020).

Further, the Vietnamese education system's focus on grammar and

examination-driven learning does not prioritize practical interpreting
skills, leaving students underprepared for real-time interpreting scenarios
(Le et al., 2020). Despite the importance of systematic note-taking
techniques like Rozan’s principles (2002), training programs often lack

15
emphasis on this area, creating a gap between theoretical knowledge and
practical application (Nguyen & Nguyen, 2021).

This study is necessary to address these gaps by exploring the

experiences of senior English majors at DAV. It seeks to identify their
specific challenges in note-taking, examine their strategies, and propose
tailored recommendations based on established theories such as Gile’s
Effort Model and Rozan’s principles. The findings will contribute to
improving interpreting education in Vietnam, ensuring students are better
equipped for professional interpreting tasks.

2.5. Effective approaches to address note-taking challenges

To address the challenges faced in note-taking for interpreting,

research highlights several effective measures that have been tested and
validated in various educational contexts. These approaches focus on
equipping students with the skills, techniques, and strategies necessary
for success in interpreting tasks.

One widely recognized solution is the adoption of structured

note-taking systems. Rozan’s principles (2002) provide a clear framework
emphasizing simplicity, brevity, and the use of symbols. These principles
encourage students to capture key ideas rather than attempting verbatim
transcription, which helps reduce cognitive load during interpreting.
Studies, such as those by Han et al. (2022), demonstrate that training
students in systematic note-taking improves their ability to organize
information, recall critical details, and maintain the flow of their
interpreting. Implementing such frameworks in interpreter training
programs can help students develop consistent and effective note-taking
habits.

16
 Practice-based learning has also proven to be a highly effective
measure. Research by Zhou and Dong (2024) highlights the importance
of repeated practice in various interpreting scenarios. This approach
allows students to refine their note-taking skills under different
conditions, such as interpreting speeches with varied complexity, pacing,
and accents. Mock interpreting sessions, combined with instructor
feedback, provide students with opportunities to experiment with and
personalize their note-taking techniques. This iterative learning process
enhances both their fluency and confidence in applying these skills during
real-world tasks.

Another effective approach involves the integration of

technological tools. Digital platforms such as transcription software and
audio playback tools allow students to analyze their note-taking
performance in detail. By reviewing recorded interpretations alongside
their notes, students can identify areas for improvement, such as
optimizing the use of symbols or improving handwriting speed. Phuong
et al. (2023) suggest that leveraging technology can significantly
accelerate the learning curve, as it enables students to receive immediate
feedback and track their progress over time.

Curriculum design tailored to interpreting contexts has also been

identified as an effective measure. Studies by Nguyen and Nguyen (2021)
advocate for incorporating culturally relevant examples and scenarios into
note-taking training. By addressing specific linguistic and cultural
challenges faced by Vietnamese students, such as differences in discourse
structures and rhetorical styles, this approach ensures that training is both
practical and relatable. Furthermore, embedding note-taking skills into
broader interpreting exercises helps students see its application in context,

17
reinforcing its importance as a core component of their professional
development.

Finally, collaborative learning and peer feedback have emerged as

beneficial strategies. Allowing students to exchange notes and critique
each other's work fosters a deeper understanding of effective techniques.
Research shows that this collaborative approach not only helps students
learn from each other’s strengths but also encourages them to reflect on
their practices critically (Al-Harahsheh et al., 2020).

By adopting these measures - structured note-taking systems,

practice-based learning, technological tools, tailored curricula, and
collaborative feedback - interpreting programs can better support students
in overcoming note-taking challenges and enhancing their overall
performance.

18
 CHAPTER 3: METHODOLOGY, FINDINGS, AND DISCUSSION

3.1. Methodology

3.1.1. Context of the study and research design

This study investigates the challenges that interpreting trainees

face, particularly the difficulties they encounter while consecutively
rendering speeches. The research was conducted with senior
English-major students at the Diplomatic Academy of Vietnam (DAV), an
institution renowned for its comprehensive interpreter training programs.
The participants in this study attended two interpreting courses, including
Basic Interpreting (I) and Advanced Interpreting (II), specifically
designed for them by the English Faculty at DAV.

Students took these two courses during the 2023-2024 school year,
which had a total of 6 credits equivalent to 30 classes with each class
lasting approximately 2.5 hours. English and Vietnamese are the primary
languages of instruction. Throughout the course, students learn various
interpreting skills that are critical for their development as interpreters.
The lessons are divided into two main parts: theoretical sessions and
practical sessions. This approach ensures that the students receive both
theoretical knowledge and hands-on experience, which is essential in
interpreting training. During theoretical sessions, they are introduced to
key concepts and techniques of interpreting, while the practical sessions
focus on applying these skills through real-life examples.

In the practical part of the course, students are required to interpret

consecutive speeches in class. These speeches are mostly in English,
though occasionally in Vietnamese, and vary in topic. The duration of
each speech is around five minutes. Importantly, the trainees are not
informed about the content of the speeches in advance, which mimics

19
real-world interpreting situations where interpreters have little or no prior
knowledge of the speech content. During the class, students take notes
while listening to the speeches, and then they reproduce the speeches
under the guidance of their instructors. Afterward, they provide feedback
to their peers' performances, which allows for peer-to-peer learning. The
instructors support the students by offering terminologies, clarifying
difficult expressions or ideas, and providing constructive feedback to
improve their performance.

Note-taking is one of the key activities that students regularly

engage in during these classes. It is widely acknowledged as an essential
skill for interpreters, as it helps them retain and process information for
accurate and effective interpreting. However, students often struggle with
the practice of taking effective notes, and it is crucial for them to learn
how to take notes efficiently in order to produce quality interpreting. As
such, this study seeks to investigate the specific challenges that trainees
face when taking notes and how these challenges affect their performance
in consecutive interpreting.

To gather insights into the students' note-taking difficulties, a

questionnaire was distributed to the trainees, asking for their perspectives
on the challenges they face when taking notes during interpreting tasks.
Due to the nature of the class activities and time constraints, this study is
limited to examining English-to-Vietnamese consecutive interpreting.
While other language pairs and interpreting modes could also present
unique challenges, the focus on this specific combination allows for a
more detailed exploration of the issues faced by the students in their
interpreting practice.

3.1.2. Subject of the study

20
 The study was conducted with the participation of 80 senior
English-major students in the High-Quality Program at the Diplomatic
Academy of Vietnam (DAV), who are enrolled in the interpreting
program. These students are currently in their final year of the
undergraduate program, set to graduate in 2024. They are attending an
interpreting course as part of their academic training, which focuses
primarily on consecutive interpreting between English and Vietnamese.

The participants in this study share a common proficiency in

English, having been admitted to the DAV through a competitive
selection process. As part of their university admission, students are
required to pass the National University Entrance Examination, with
English being one of the core subjects. After passing this exam, students
must meet the DAV's strict language proficiency standards, ensuring that
only those with strong foreign language skills are accepted into the
program.

The DAV offers a high-quality interpreting program, providing

students with exposure to both native and non-native English instructors.
The program is designed to enhance their interpreting abilities through
rigorous coursework and practical training. Throughout their academic
journey, students are regularly assessed for their language proficiency,
ensuring they are well-prepared for professional work in the field of
interpreting.

Given that these students are the only undergraduates at DAV with
access to specialized interpreting training, they are the most suitable
subjects for this study. Their strong interest in English and interpreting,
coupled with their advanced level of study, makes them ideal candidates
to investigate the note-taking challenges in consecutive interpreting tasks

21
3.1.3. Data collection procedure

The data collection process for this study was designed to gather
both qualitative and quantitative insights into the note-taking challenges
faced by senior English-majored students at the Diplomatic Academy of
Vietnam (DAV) and ensure a comprehensive understanding of the
students' perspectives and experiences.

[Link]. Survey administration

To collect data on the students' self-reported note-taking

difficulties, a structured questionnaire was distributed to all 80
participants. The questionnaire was designed to capture various aspects of
note-taking challenges, including difficulties related to language, speed of
speech, memory retention, and strategies used for effective note-taking. It
consisted of both closed-ended and open-ended questions to allow
participants to express their challenges in detail while also providing
quantitative data for analysis.

The survey was distributed online via Google Forms, allowing

participants to complete it at their convenience. The survey link was sent
to the students through the DAV’s internal communication platform. The
participants were informed about the purpose of the study and assured
that their responses would remain confidential and used solely for
academic purposes. The survey took approximately 15-20 minutes to
complete, and the responses were collected over a two-week period.

[Link]. Data analysis

Once the data collection was complete, the responses from the
survey were analyzed using both qualitative and quantitative methods.
Descriptive statistics were used to quantify the frequency and types of

22
challenges reported by the participants. Open-ended responses were
categorized and analyzed thematically to identify common themes and
insights regarding the difficulties encountered during note-taking.

The analysis aimed to uncover specific challenges, such as the

ability to capture key details or manage the time constraints of
consecutive interpreting, and to examine how these challenges affected
the students' final interpreting.

3.1.4. Data analysis procedure

The data analysis procedure for this study involved both

quantitative and qualitative methods to provide a comprehensive
understanding of the note-taking challenges faced by senior
English-majored students at the Diplomatic Academy of Vietnam (DAV).
The analysis focused on identifying key patterns, correlations, and themes
in the data obtained from the surveys.

[Link]. Quantitative data analysis

The quantitative data from the survey were analyzed using SPSS
(Statistical Package for the Social Sciences), a software tool commonly
used for statistical analysis. The survey included Likert-scale questions,
where participants rated their challenges and experiences on a scale (e.g.,
1 = strongly disagree, 5 = strongly agree). This method allowed for a
more detailed assessment of the severity and frequency of the challenges.

The analysis of the Likert-scale responses focused on the

following:

(i) Mean: The average score for each question was calculated to
determine the overall level of difficulty that the participants
experienced with specific note-taking challenges. The mean scores

23
 helped identify which challenges were most commonly faced by
the students.

(ii) Standard Deviation: Standard deviation was calculated to

assess the variability in participants’ responses. A high standard
deviation indicated a greater diversity of opinions and experiences
regarding the note-taking challenges, while a low standard
deviation suggested more agreement among the participants.

(iii) Cronbach’s Alpha: To measure the internal consistency and

reliability of the survey instrument, Cronbach’s Alpha was
calculated. This statistic provides an estimate of the reliability of
the scale used in the survey. A value above 0.7 indicates acceptable
reliability, ensuring that the survey items consistently measure the
underlying construct (note-taking challenges in interpreting).

The results were presented using descriptive statistics, including

mean scores, standard deviations, and Cronbach's Alpha values. Visual
representations such as bar charts and pie charts were created to illustrate
the frequency of the challenges reported by the students.

[Link]. Qualitative data analysis

The qualitative data collected from open-ended questions in the

survey were analyzed thematically. This type of analysis aims to uncover
deeper insights into the students' experiences and provide a richer
understanding of the challenges they face in consecutive interpreting.

The open-ended survey responses were examined to identify

recurring themes or patterns in how students described their note-taking
challenges. These themes were categorized based on common topics,

24
such as difficulty in capturing key information, issues with handwriting or
shorthand, and the challenge of balancing speed with accuracy.

[Link]. Integration of quantitative and qualitative data

To enhance the robustness of the findings, both quantitative and

qualitative data were integrated. Patterns observed in survey responses
were cross-referenced with insights from open-ended questions to assess
whether self-reported challenges aligned with interpreters' perceived
difficulties in practice. This approach validated the findings and provided
a deeper understanding of how note-taking issues impact interpreting
performance.

By addressing these challenges and building on the foundational

principles of effective note-taking, interpreters can significantly enhance
their performance, particularly in complex, high-pressure interpreting
contexts.

[Link]. Software tools for analysis

For quantitative data analysis, SPSS was used to perform

descriptive statistics and calculate mean, standard deviation, and
Cronbach's Alpha. For qualitative data analysis, software like NVivo or
manual coding was employed to categorize and analyze the open-ended
responses.

3.2. Findings

3.2.1. Demographics and survey participation

The survey was carried out among senior English majors at the
Diplomatic Academy of Vietnam (DAV) with the aim of examining the
challenges they face and the strategies they employ in note-taking during

25
interpreting. This study sought to gain a deeper understanding of the
difficulties students encounter and how they attempt to address these
issues to enhance their interpreting performance. Out of 70 participants,
60 responses provided a comprehensive and valid dataset, ensuring the
reliability and accuracy of the statistical findings. These complete
responses form the basis for identifying key patterns and trends related to
the participants’ experiences and practices in note-taking during
interpreting.

3.2.2. Challenges in note-taking for interpreting

Table 3.1: Descriptive statistics of note-taking challenges

Survey Item Mean Std. Interpretation

Deviation
Q2: Listening and 3.36 0.964 Moderately
taking notes
challenging
simultaneously is
challenging for me.

Q3: I do not know how 3.09 0.880 Slightly

to keep up with the
challenging
speaker’s logic while
focusing on my notes.

Q4: I struggle to find a 3.37 0.920 Moderately

personal note-taking
challenging
method that works for
me.

Q5: I find it 3.17 0.834 Somewhat

challenging to integrate
challenging
learned strategies into
my note-taking process.

26
Q6: I often have 2.57 1.015 Least challenging
handwriting that is
difficult to read.
Q7: I have a slow 3.27 1.115 Moderately
writing pace.
challenging

Q8: I lack necessary 3.40 1.041 Sìgnificant

terminologies used in
challenge
the speech to note
down.
Q9: I cannot take notes 3.10 0.995 Slightly
because I lack
challenging
background knowledge
of the source speech.
Q10: I have trouble 2.89 0.910 Slightly
recognizing the key
challenging
points to take notes.
Q11: I often feel 3.03 0.932 Moderately
anxious during
challenging
note-taking in
interpreting.
Q12: The noisy 3.44 1.199 Significant
environment,
challenge
uncomfortable seating,
or poor lighting distract
me.
Q13: The poor quality 3.77 1.106 Highly
of audio limits my
challenging
ability to listen and take
notes
Q14: The rapid pace of 3.67 1.046 Moderately
speech often makes it
challenging
difficult for me to take
accurate notes.

27
Q15: The unexpected 3.29 1.051 Moderately
shift of topics in a
challenging
speech confuses me
while taking notes.

The analysis of the challenges faced by participants revealed both

high-rated and low-rated difficulties in note-taking during interpreting.
Among the high-rated challenges, the poor quality of audio (Q13) stood
out with the highest mean score of 3.77 and a relatively high standard
deviation of 1.106. This result indicates that audio quality is a significant
problem for most respondents, as it directly affects their ability to listen
and take notes effectively. Similarly, the rapid pace of speech (Q14)
emerged as another critical issue, with a mean of 3.67. This finding
highlights the considerable difficulty participants experience when trying
to keep up with fast speakers. Environmental factors (Q12), such as noise,
poor seating, or inadequate lighting, also posed notable obstacles, as
reflected in a mean score of 3.44. These challenges collectively underline
the external and situational barriers that impact note-taking performance.

In contrast, some challenges were rated as less severe. Handwriting

issues (Q6) received the lowest mean score of 2.57, suggesting it is the
least impactful problem for the participants. Other challenges, such as
recognizing key points to note (Q10) and following the speaker’s logic
while focusing on notes (Q3), were moderately difficult but not as critical
as the high-rated challenges. These findings demonstrate that while
external and technical factors dominate the challenges faced, certain
individual skills and habits, like handwriting clarity and logical flow, are
less problematic in comparison.

28
3.2.3. Common solutions to note-taking challenges

When it comes to overcoming the challenges of note-taking in

interpreting, participants reported using a variety of strategies to enhance
their performance. Out of the 70 participants, 85.7% (60 respondents)
reported applying note-taking strategies to overcome challenges. The
Table 2 below summarizes the most commonly used strategies.

Table 3.2: Common note-taking solutions

Note-Taking Strategy Percentage (%) Frequency (n)

Mnemonics: using 55% 33
patterns or associations to
make information easier.
Using consistent symbols 62% 37
and abbreviations.
Preparing personal 48% 29
glossaries/term lists for
specific topics.
Practicing with different 45% 27
speeds of speech.
Listening to varied 43% 26
English accents to
familiarize with them.
Practicing at home with 40% 24
exercises to improve
multitasking ability.

Among these, abbreviations and symbols emerged as the most

widely adopted approach, with 62% of respondents indicating they rely
on this method. This high adoption rate suggests that abbreviations and
symbols are practical and effective tools for improving note-taking

29
efficiency, allowing participants to keep up with the fast pace of spoken
language.

In addition to abbreviations, mnemonics and glossaries were also

commonly used strategies. Many participants highlighted the usefulness
of mnemonics for creating associations that make information easier to
remember, while glossaries helped them familiarize themselves with
specialized terminology relevant to the topics they interpret. These
strategies were particularly valuable in addressing difficulties with
unfamiliar terms and enhancing overall comprehension.

However, fewer participants reported using more advanced

techniques, such as mind-mapping or vertical note-taking. The limited
adoption of these methods suggests that they may require additional
training or practice to be effectively implemented. This finding highlights
a potential gap in participants’ repertoire of note-taking techniques,
pointing to opportunities for further development in training programs to
encourage the exploration of such innovative strategies.

3.2.4. Perceived benefits of note-taking strategies

The survey results also shed light on the perceived benefits of

employing effective note-taking strategies in interpreting. Participants
evaluated the benefits of their strategies on a 5-point Likert scale.
Participants identified several advantages, ranging from improved
memory and precision to overall performance enhancement, underscoring
the value of these techniques in overcoming challenges during
interpreting tasks. The results are presented in

30
 Table 3.3: Benefits of note-taking solutions

Survey Item Mean Std. Deviation Interpretation

Q19: My note-taking 3.65 0.936 Strongly
strategies can increase
beneficial
my short-term memory.

Q20: My note-taking 3.75 0.895 Highly

strategies help me avoid
beneficial
getting overloaded
quickly during
interpreting.
Q21: My note-taking 3.77 0.871 Highly
strategies allow me to
beneficial
accurately memorize
detailed information (e.g.,
dates).
Q22: My note-taking 3.58 0.787 Strongly
strategies help recall the
beneficial
original information
accurately.
Q23: My note-taking 3.67 0.914 Highly
strategies help avoid
beneficial
missing essential
information.
Q25: My note-taking 3.63 0.882 Strongly
strategies enhance the
beneficial
overall quality of my
interpreting performance.

One of the most notable benefits reported was the ability of

note-taking strategies to strengthen memory and avoid mental overload.
Items Q19, Q20, and Q21 received consistently high ratings, reflecting

31
the participants’ agreement that these strategies help them retain critical
information and manage the cognitive demands of interpreting more
effectively. By improving short-term memory and supporting accurate
recall of details, such as dates or figures, these techniques play a crucial
role in ensuring interpreters can deliver accurate and coherent
translations.

In addition to memory-related benefits, participants also

emphasized the positive impact of note-taking strategies on the overall
quality of their interpreting performance. Item Q25, which explored this
aspect, received a strong mean score of 3.63, indicating a clear link
between effective note-taking and enhanced performance. These findings
suggest that developing and refining note-taking techniques can not only
address specific challenges but also elevate the interpreters’ ability to
produce high-quality interpreting.

3.2.5. Additional insights from open-ended responses

The qualitative data provided further insights into the challenges

and benefits of note-taking strategies that were not explicitly covered in
the questionnaire. Several respondents highlighted “lack of confidence”
and “difficulty managing time” as additional barriers they frequently
encounter during note-taking in interpreting. These challenges suggest
that beyond technical skills, psychological and time-management factors
play a significant role in affecting students’ ability to take effective notes.

By contrast, participants also identified unique benefits of their

note-taking strategies. Many noted that these strategies not only improved
their immediate interpreting performance but also “built long-term skills”
that enhanced their ability to manage complex tasks over time.
Additionally, they reported that effective note-taking techniques “helped

32
in identifying core ideas faster,” making the interpreting process more
efficient and organized. These findings underscore the multifaceted
nature of note-taking in interpreting and the importance of tailored
strategies that address both technical and personal challenges to enhance
performance.

3.2.6. Reliability analysis

Table 3.4: Reliability statistics

To assess the internal consistency of the scale, Cronbach's alpha

was calculated. The overall Cronbach's alpha for the 22 items included in
the analysis was 0.851, indicating good internal consistency.

33
 Table 4 presents the item-total statistics for each item in the scale.
The Scale Mean if Item Deleted column shows the mean score of the
remaining items if each specific item were removed. For example, if item
Q2 were excluded, the mean score of the remaining items would be
[Link] Corrected Item-Total Correlation values range from moderate
to high across the items, with item Q10 demonstrating a correlation of
0.466. This suggests that most items are positively correlated with the
total score of the remaining items, contributing well to the overall
reliability of the scale.

Additionally, the Cronbach's Alpha if Item Deleted values indicate

that removing any individual item would result in a slight decrease in the
overall alpha, reinforcing the conclusion that all items contribute
positively to the scale's reliability.

3.3. Discussion

3.3.1. Common challenges in note-taking during interpreting

The study identified multiple challenges in note-taking for

interpreting, many of which align with existing research on cognitive and
technical demands. Participants frequently cited external factors, such as
poor audio quality and the rapid pace of speech, as significant barriers.
These challenges, reflected in high mean scores of 3.77 (Q13) and 3.67
(Q14), underscore the difficulty students face in capturing information
accurately when environmental conditions are unfavorable or when the
speaker’s delivery is particularly fast. These findings are consistent with
Gile’s Effort Model, which highlights how external factors exacerbate the
cognitive load during interpreting tasks.

In addition to audio and speech-related challenges, environmental

distractions like noise, poor seating, or inadequate lighting (Q12) were

34
notable obstacles, with a mean score of 3.44. These results reinforce the
importance of conducive environments for successful note-taking.
Cognitive challenges, such as difficulty identifying key points (Q10,
mean = 2.89) and maintaining the logical flow of ideas (Q3, mean =
3.09), further emphasize the complex mental juggling required to process,
prioritize, and record essential information simultaneously. This aligns
with findings by Han et al. (2022), which stress the cognitive strain of
multitasking in interpreting.

Regarding to technical challenges, such as handwriting issues

(Q6, mean = 2.57), were reported as less severe. This suggests that while
students have developed sufficient basic note-taking skills, they continue
to struggle with managing external pressures and multitasking demands.
These findings reaffirm the literature’s emphasis on the interplay between
external, cognitive, and technical factors in shaping the challenges of
note-taking (Phuong et al., 2023).

The robustness of these findings is further supported by the

reliability analysis of the measurement tool used in the study. The
internal reliability of the scale was assessed using Cronbach’s alpha,
which yielded an overall value of 0.851, indicating good internal
consistency among the 22 items. This high reliability suggests that the
items effectively measure the same underlying construct, providing a
strong foundation for interpreting the results.

Additionally, the item-total statistics offered deeper insights into

the contribution of each item to the overall reliability of the scale. For
instance, item Q10 exhibited a corrected item-total correlation of 0.466,
indicating a moderate positive relationship with the overall scale score.
The analysis also revealed that removing item Q10 would slightly

35
decrease Cronbach’s alpha to 0.843, confirming that this item contributes
positively to the scale’s reliability. Metrics such as the Scale Variance if
Item Deleted further illustrated the variability of responses when specific
items were excluded, helping to ensure the robustness of the tool.

By incorporating a reliable measurement scale, the study ensures that the

identified challenges, such as difficulties with poor audio quality and
rapid speech delivery, are grounded in robust data. This reliability
analysis underscores the validity of the findings while highlighting areas
for refinement in future research, such as exploring items with lower
corrected item-total correlations to enhance the precision of the scale.
Together, these findings provide a comprehensive understanding of the
challenges senior English majors face in note-taking during interpreting,
reinforcing their alignment with established theoretical frameworks.

3.3.2. Common solutions to improve note-taking skills in interpreting

Participants reported employing a range of strategies to address

these challenges, with practical techniques such as abbreviations and
symbols emerging as the most commonly adopted solutions. The
widespread use of these methods (62% of respondents) highlights their
perceived efficiency in enabling students to capture essential information
quickly without sacrificing comprehension. These findings align with
Rozan’s principles (2002), which emphasize brevity and clarity through
the use of structured symbols and shorthand.

Other widely adopted strategies included mnemonics and preparing

glossaries, both of which were particularly effective in addressing
terminology challenges. These techniques help students recall key terms
and create associations for better understanding, supporting the
literature’s findings on memory aids in interpreting (Zhou & Dong,

36
2024). However, advanced methods, such as mind-mapping and vertical
note-taking, were less frequently utilized. This limited adoption suggests
a gap in training or awareness of these potentially powerful techniques,
which have been shown to enhance the organization and recall of
complex information (Rozan, 2002).

The findings also revealed the importance of tailoring strategies to

individual needs. While some students prioritized techniques for
improving memory retention, others focused on coping with
environmental distractions or time constraints. This variability highlights
the necessity of flexible, student-centered training programs that
encourage experimentation with diverse note-taking methods.

3.3.3. The impact of solutions on note-taking and interpreting

performance

The strategies employed by participants were perceived as

significantly improving their note-taking skills and overall interpreting
performance. High ratings for items Q19, Q20, and Q21 demonstrate that
these strategies enhanced memory retention, reduced cognitive overload,
and facilitated the accurate recall of critical details. These benefits align
with Gile’s Effort Model, which emphasizes the role of note-taking in
externalizing cognitive processes and optimizing mental resources.

Moreover, the study highlighted a clear link between effective

note-taking strategies and improved interpreting quality. Item Q25, which
received a mean score of 3.63, confirmed that participants experienced
enhanced performance through their note-taking practices. These
strategies enabled students to maintain the logical flow of their delivery,
minimize omissions, and confidently manage complex speeches, as noted
in previous research (Phuong et al., 2023).

37
 Qualitative responses further supported these findings, with
participants emphasizing the long-term benefits of note-taking strategies.
Many noted that these techniques not only improved their immediate
performance but also helped build foundational skills, such as identifying
key ideas faster and organizing information efficiently. However, the
limited use of advanced techniques suggests that further training is
needed to maximize the potential of these strategies. Incorporating
targeted practice with mind-mapping and vertical note-taking into the
curriculum could help students expand their repertoire and address more
complex interpreting scenarios.

38
CHAPTER 4: RECAPITULATIONS AND RECOMMENDATIONS

4.1. Recapitulations

This study focused on exploring the challenges senior English

majors at the Diplomatic Academy of Vietnam face in note-taking during
interpreting tasks, as well as their perspectives on potential solutions and
the effectiveness of these strategies. Note-taking, as a fundamental skill in
interpreting, requires interpreters to capture essential information
efficiently while maintaining logical coherence and accuracy. Despite its
importance, students often encounter numerous difficulties, which can
impede their overall interpreting performance.

The study identified a range of challenges. Among the most

significant were environmental factors, such as poor audio quality and
distracting surroundings, which directly hindered the students’ ability to
focus and record notes effectively. Cognitive difficulties were another
prominent issue, as students struggled to balance multiple tasks, such as
listening, analyzing, and writing simultaneously. This often led to
incomplete or disorganized notes, reducing the quality of their
interpreting. Additionally, linguistic challenges, including limited
familiarity with technical terminologies, complex speech structures, and
cultural nuances, added further complexity to the note-taking process.

To address these challenges, students reported adopting various

strategies to improve their note-taking performance. Common methods
included using consistent symbols and abbreviations to enhance speed
and clarity, preparing glossaries for specialized topics to familiarize
themselves with key terminologies, and practicing with varied speech
speeds and accents to improve adaptability. Some students also employed
creative techniques, such as mnemonics or vertical note-taking, to

39
organize information effectively. While these strategies were helpful, the
findings revealed that students needed further training to optimize the use
of advanced techniques, such as mind-mapping or sketchnotes.

The effectiveness of these solutions was evident in students’

reflections on their benefits. Note-taking strategies not only improved
memory retention and reduced cognitive overload but also enhanced
confidence during interpreting tasks. By practicing these techniques
regularly, students reported an increased ability to handle dense or
complex speeches with greater efficiency and accuracy. Overall, the
findings highlighted the critical role of tailored note-taking strategies in
improving interpreting performance.

Furthermore, the internal reliability of the measurement scale was

evaluated using Cronbach's alpha, yielding a strong value of 0.851. This
indicates good internal consistency and confirms that the survey items
effectively captured the intended constructs. Further analysis of item-total
statistics showed moderate to high correlations among the items,
suggesting they were appropriately designed and sufficiently interrelated.

4.2. Implications

The findings of this study provide valuable implications for

interpreting training programs, particularly at the Diplomatic Academy of
Vietnam. First, the results underscore the need for integrating practical
note-taking exercises into the curriculum. These exercises should
simulate real-world interpreting scenarios, such as interpreting speeches
with varied speeds, accents, and unpredictable topics, to help students
develop essential multitasking and problem-solving skills.

Second, the study emphasizes the importance of structured training

in note-taking techniques. Workshops or dedicated sessions on using

40
symbols, abbreviations, and vertical organization could significantly
enhance students' ability to take concise and effective notes. Introducing
theoretical models like Rozan’s principles or Gile’s Effort Model could
also help students better understand the cognitive processes involved in
note-taking and apply these insights to their practice.

Furthermore, the use of technology presents an opportunity to

address some of the challenges identified in the study. Digital tools, such
as note-taking applications or audio transcription software, could assist
students in managing their notes more efficiently, particularly when
dealing with complex or technical content. Incorporating these tools into
training programs could help students overcome the limitations of
traditional methods and adapt to the demands of modern interpreting
tasks.

4.3. Limitations

Although this study offers valuable insights, several limitations

must be acknowledged. First, the scope of the research was limited to
consecutive interpreting between English and Vietnamese, which may not
fully capture the challenges faced by interpreters working in other
language pairs or interpreting modes, such as simultaneous interpreting.
Future studies could benefit from a broader focus to include diverse
linguistic and cultural contexts.

Second, the relatively small sample size of 70 participants, drawn

exclusively from the Diplomatic Academy of Vietnam, restricts the
generalizability of the findings. While the data provides a focused
understanding of challenges within this specific group, additional
research involving participants from different institutions or professional
contexts could provide more comprehensive insights.

41
 Finally, the reliance on self-reported data introduces the possibility
of response bias. Students may have underestimated or overestimated
their challenges and the effectiveness of their solutions. Complementing
surveys with observational studies or interviews could help validate the
findings and offer a more nuanced understanding of students' note-taking
experiences.

4.4. Recommendations for further research

Building upon the findings and limitations of this study, several

recommendations are proposed for future research. First, comparative
studies could investigate note-taking challenges across different
interpreting modes, such as simultaneous interpreting, or among students
working with different language pairs. This would provide a more holistic
view of the challenges faced by interpreters in varied contexts.

Second, a longitudinal approach could be employed to track the

development of note-taking skills over time, from academic training to
professional practice. Such studies could reveal how students refine their
techniques and adapt to the evolving demands of interpreting tasks.

Third, future research could explore the impact of technology on

note-taking efficiency. Studies examining the use of digital tools, such as
tablet-based note-taking applications or real-time transcription software,
could shed light on their potential to address speed, accuracy, and
organization challenges in note-taking.

Finally, further studies could evaluate the effectiveness of

pedagogical interventions designed to improve note-taking skills. For
instance, researchers could test the impact of specific training modules or
workshops on students' performance, providing evidence-based
recommendations for curriculum enhancement. By addressing these

42
areas, future research can contribute to a deeper understanding of
note-taking in interpreting and support the development of more effective
training strategies for aspiring interpreters.

43
 REFERENCES

Al-Harahsheh, A., Shehab, E., & Al-Rousan, R. (2020). Consecutive

interpreting training: challenges and solutions. Journal of Foreign

Language Teaching and Translation Studies, 5(1), 85–102.

[Link]

Gile, D. (1995/2009). Basic Concepts and Models for Interpreter and

Translator Training. John Benjamins Publishing

Han, L., Lu, J., & Wen, Z. (2022). Note-Taking Proficiency in

Interpreting Teaching: Putting the Note-Taking Fluency Scale to

the Test. Theory and Practice in Language Studies, 12(10),

2024–2035. [Link]

Hartley, J., & Davies, I. K. (1978). Note‐taking: A critical review.

Programmed Learning and Educational Technology, 15(3),

207–224. [Link]

Nguyen, T. B. G., & Nguyen, T. M. D. (2021). An investigation into

difficulties in learning conference interpreting encountered by

English-majored students at Duy Tan University and strategies to

cope with. DTU Journal of Science and Technology, 6(49), 71–81.

Peverly, S. T., & Wolf, A. D. (2019). Note-Taking. In Cambridge

University Press eBooks (pp. 320–355). [Link]

9781108235631.014
Pham, T. A. (2020). Note-taking difficulties in interpreting experienced

by 4th year English-majored students at DAV [Graduation Thesis].

Diplomatic Academy of Vietnam.

Phuong, H. Y., Lam, T. C. T., & Le, T. T. (2023). Students’ perceptions of

using note-taking in consecutive interpreting assignments. CTU

Journal of Innovation and Sustainable Development, 15(1), 8–21.

[Link]

Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note

taking. Applied Cognitive Psychology, 19(3), 291–312.

[Link]

Rozan, J.-F. (2002). Note-taking in consecutive interpreting. Cracow

Tertium Society for the Promotion of Language Studies.

Vandepitte, S. (2014). On the Role of Note-taking in Consecutive

Interpreting. Meta: Translators’ Journal, 59(1), 76–99.

Zhou, J., & Dong, Y. (2024). Effects of note-taking on the accuracy and

fluency of consecutive interpreters’ immediate free recall of source

texts: A three-stage developmental study. Acta Psychologica, 248,

104359. [Link]
 APPENDIX

Challenges in Note-Taking for Interpreting: Perspectives of Senior

English Majors at DAV

Note-taking is a fundamental skill for interpreters, helping to

capture essential information during interpreting tasks. However, both
professional interpreters and students often face various challenges in
effectively taking notes, which can impact the accuracy and efficiency of
their interpreting.

We are a group of three students from the English Faculty,

Diplomatic Academy of Vietnam (DAV), currently conducting research
called“Challenges in Note-Taking for Interpreting: Perspectives of
Senior English Majors at DAV”. Our study aims to explore the specific
note-taking difficulties encountered by English majors, with a particular
focus on senior students from the DAV’s English Faculty who have learned
Interpreting. By investigating these challenges, we hope to gain insights
that can enhance interpreting training and improve overall performance of
English majors.

In this regard, we would like to ask for your precious time in

answering this questionnaire as honestly and objectively as you can. Please
rest assured that all your answers to the questions will be treated by utmost
confidentiality and will be used for academic purposes only. As a small
token of appreciation, we will offer a small gift after your completion of all
the questions.

Thank you very much for your time and cooperation!

SECTION A: Kindly fill in your self-information.

1. Name:
___________________________________________________.

2. Personal Email:
____________________________________________.

3. Q1: After completing the survey, would you be open to taking part in
a follow-up interview to share more about your experiences? Your
participation would be greatly appreciated.

● Yes

● No

SECTION B: In this section, please provide your response for part I - III
by putting a cross (x) in the box on the right side of each statement. There
are no right or wrong answers, so please answer the question honestly. Do
not leave each item unanswered.

PART I: NOTE-TAKING CHALLENGES IN INTERPRETING

(1 – Strongly Disagree; 2 – Disagree; 3 – Neutral; 4 – Agree; 5 – Strongly

Agree)

Which of the following note-taking challenges hinder your

interpreting performance?

Q2: Listening and taking notes simultaneously is challenging for me.

Q3: I do not know how to keep up with the speaker’s logic while focusing on
my notes.
Q4: I struggle to find a personal note-taking method that works for me.

Q5: I find it challenging to integrate learned strategies into my note-taking

 process.
Q6: I often have handwriting that is difficult to read.

Q7: I have a slow writing pace.

Q8: I lack necessary terminologies used in the speech to note down.

Q9: I cannot take notes because I lack background knowledge of the source
speech.
Q10: I have trouble recognizing the key points to take notes.

Q11: I often feel anxious during note-taking in interpreting.

Q12: The noisy environment, uncomfortable seating, or poor lighting distract

me from taking notes effectively.
Q13: The poor quality of audio limits my ability to listen and take notes.
Q14: The rapid pace of speech often makes it difficult for me to take accurate
notes.
Q15: The unexpected shift of topics in a speech confuses me while taking notes.

Others

PART II: COMMON SOLUTIONS TO OVERCOME

NOTE-TAKING CHALLENGES IN INTERPRETING

1. Q17: Do you apply any note-taking solutions or strategies in your

self-practice and in-class interpreting?

​ Yes

​ No

2. Q18: If yes, which of the following solutions do you apply to improve

note-taking skills in interpreting? (Choose maximum 3 answers)
​ Mnemonics: using patterns or associations to make information
easier to remember (e.g. a very short poem or a special word).

​ Sketchnote or Visual Note Taking: using hand-drawn images and

text to capture and organize information.

​ Mind-mapping: organizing and representing ideas and concepts,

which involves creating a central theme and then branching out
related ideas from there.

​ Using a consistent set of symbols and abbreviations.

​ Applying SVO (subject - verb - object) rule.

​ Familiarizing yourself with a distracting environment during

self-practice interpreting.

​ Listening to different English accents to get familiar with

uncommon accents.

​ Practicing interpreting at home more often.

​ Practicing with exercises that combine listening and writing to

improve multitasking ability.

​ Preparing personal glossaries/term lists for different topics.

​ TTaking notes vertically: taking notes from top to bottom rather

than from left to right to group ideas efficiently, while also
removing unnecessary links for clearer understanding.

​ Listening to different speeds of speech (e.g. x1.25, x1.5).

​ Others (please specify):

_____________________________________________________.
PART III: OPINION ON NOTE-TAKING STRATEGIES’
BENEFITS

(1 – Strongly Disagree; 2 – Disagree; 3 – Neutral; 4 – Agree; 5 – Strongly

Agree)

Which of the following benefits do you find the aforementioned

note-taking strategies have in reducing the impact of note-taking problems
on your performance?

Q19: My note-taking strategies can increase my short-term memory.

Q20: My note-taking strategies help me avoid getting overloaded quickly
during the interpreting process.
Q21: My note-taking strategies allow me to accurately memorize detailed
information such as dates, numbers, locations.
Q22: My note-taking strategies help recall the original information accurately.

Q23: My note-taking strategies help me avoid missing essential information to

be interpreted.
Q24: My note-taking strategies help sufficiently memorize all necessary
information that needs to be interpreted.

Q25: My note-taking strategies enhance the overall quality of my interpreting

performance.
Q26: My note-taking strategies improve confidence and reduce mental burden.

Others

SECTION C: Please answer the following questions in your own words.

1. Q16: Besides the provided statements in Part I Section B, what are

other note-taking challenges that you encounter during your interpreting
performance?

___________________________________________________________
________________
2. Q27:: Besides the provided statements in Part III Section B, what
are other note-taking strategies’ benefits in reducing the impact of
note-taking problems on your performance?

___________________________________________________________
________________

Q28: Is there anything else you want to share about “note-taking

challenges in interpreting”? If yes, please share your opinions.

___________________________________________________________
________________