Collaborative learning in interpreting: A collaborative cognitive load theory approach

Abstract The article explores collaborative learning (CL) in interpreting through the lens of collaborative cognitive load theory (CCLT), extending the application of cognitive load theory (CLT) from individual to collaborative contexts in interpreter training. Key concepts, including distribution advantage and transaction activities contributing to the collective working memory effect, are examined and linked to different stages of CL in interpreting. Anchored in CCLT, CL in interpreting is conceptualised as an interactive learning activity shaped by the interplay of antecedents, processes, and consequences. This study identifies critical antecedent characteristics across four dimensions: task, trainee, group, and technology. It further delineates the processes of CL in interpreting into different facets and introduces potential measures to assess trainees' cognitive load during the process, such as physiological and behavioural indicators. Promising techniques, including mobile eye-tracking, are highlighted for their advantages of providing real-time data in natural settings. Lastly, the consequences of CL are discussed at both individual and group levels, with a focus on its impact on performance, motivation, and efficacy. The study concludes by outlining key directions for future research.