Challenges in Simultaneous Interpreting of Political Speeches from English into Arabic: A Mixed-Methods Study among Third- and Fourth-Year Translation Students at Omar Al-Mukhtar University

Abstract

This study investigates the challenges that undergraduate translation students at Omar Al-Mukhtar University encounter during the simultaneous interpreting of political speeches from English into Arabic. It also compares the performance of third-year and fourth-year students during a real-time interpreting task. The study adopted a mixed-methods approach involving 30 students (17 third-year and 13 fourth-year students) and combined quantitative error analysis with qualitative examination of interpreting difficulties. Each student listened individually, on their own, through their own speaker to a recorded political speech by former British Prime Minister Theresa May and interpreted it orally into Arabic. Their interpretations were audiorecorded and analyzed using Daniel Gile's Effort Model. The quantitative analysis focused on the frequency of interpreting errors, while the qualitative analysis examined common difficulties such as omissions, literal translation, hesitation, and prolonged pauses. The findings showed that socio-political metaphors and culture-specific expressions were the most challenging parts of the speech. Although both groups experienced interpreting difficulties, fourth-year students generally performed better than third-year students, producing fewer errors and showing greater ability to cope with the cognitive demands of simultaneous interpreting. However, some expressions, particularly culture-bound metaphors, remained difficult for students at both academic levels. The study concludes that academic progression has a positive effect on interpreting performance, but additional practical training is still needed. It recommends introducing specialized interpreting practice, increasing students' exposure to authentic political speeches, and strengthening training in strategies that help manage cognitive load during simultaneous interpreting.