A Study of Teacher Role Transformation in the Era of Artificial Intelligence in Interpreting Instruction

Abstract

As generative AI is increasingly integrated into interpreting instruction, interpreting teachers are confronted with new demands in classroom practice. Drawing on a two-semester teaching practice in a Business English Interpreting course, this study examines how the interpreting teacher has transformed their roles following the introduction of the “Doubao” AI agents into interpreting training. The findings reveal that as the AI agents assume tasks such as immediate feedback and basic error correction, the interpreting teacher’s identity undergoes a comprehensive threefold transformation. Specifically, the teacher shifts from a traditional “evaluator” to an “architect of feedback system” who oversees and refines AI output; from a mere “AI user” to a “guide of AI literacy” who scaffolds effective human-AI interaction; and from a strict “error judge” to an “emotional supporter” who alleviates learners’ psychological anxiety. This shift suggests that the “Doubao” AI agents and the human teacher are not mutually exclusive in interpreting instruction. Rather, they complement each other across cognitive and affective dimensions, thereby co-constructing a more efficient, engaging, and more humanistic human-machine collaborative teaching environment. KeyWords: Artificial Intelligence; the “Doubao” AI agents; Interpreting Teacher; Role Transformation; Human-Machine Collaboration 80-88 A Study of Teacher Role Transformation in the Era of Artificial Intelligence in Interpreting Instruction 下载 Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Share this: Share on X (Opens in new window) X Share on Facebook (Opens in new window) Facebook Like Loading…