1 Introduction

We discussed the relationship between learning engagement and the improvement of interpreting skills, emphasizing the importance of continuous practice and effective feedback. The role of teacher feedback in interpreting teaching has been widely studied, but the response process of students to feedback has not received sufficient attention. This study aims to analyze the feedback investment of interpreting learners in emotional, cognitive, and behavioral dimensions from the perspective of learning investment, in order to evaluate the learning promoting effect of teacher feedback.

2 Literature Review

Explored the concept of learning engagement, defining it as multidimensional participation in learning activities, involving emotional, cognitive, and behavioral dimensions. The literature points out that learning engagement is a key factor in evaluating the effectiveness of corrective feedback mechanisms. In foreign language teaching, research often focuses on writing courses, paying attention to students' understanding of feedback, emotional responses, and learning strategies. In translation teaching, the effectiveness of peer feedback has received more attention, but there is less research on students' learning engagement with teacher feedback. There is a lack of empirical research on student feedback investment in the field of interpreting teaching. Corrective feedback is divided into two types: explicit and implicit, and its effectiveness is related to the degree of explicit feedback and individual factors of learners, as well as academic emotions. Although corrective feedback is important in interpreting teaching, there are few relevant empirical studies and a lack of tracking and investigation of students' specific response processes.

3 Research Design

A study was conducted to investigate the response of interpreting learners in MTI courses in Chinese universities to corrective feedback from teachers. The research subjects are six students who are learning the course of "International Conference Interpretation" for the first time. The task design includes interpreting skills training and simulated conference practice, with a focus on examining students' learning engagement in interpreting feedback. The research methods include semi-structured interviews, questionnaire surveys, reflection logs, and oral reports, collecting data such as interpretation recordings, teacher feedback documents, and oral report recordings. The study referred to previous research and constructed a feedback input analysis framework.

4 research findings

This study classified teacher feedback into seven types, including direct modification, recasting, and metalanguage. Students generally prefer written feedback, believing that it is easier to understand, comprehensive and detailed, and easy to read and think repeatedly. In terms of cognitive engagement, there are individual differences in students' understanding of feedback. Some students are able to analyze and correct errors in depth, while others only stay at the level of attention. Students generally adopt strategies of summarizing problems and strengthening memory, but there are significant differences in strategies for analyzing source language logic and vocabulary expression. In terms of metacognitive strategies, students mainly determine their learning focus by planning interpreting training behaviors and evaluating their own abilities. In terms of behavioral engagement, students will make verbal modifications after reading feedback, and their feedback intake is good, especially in recasting and metalinguistic feedback. Students will adopt observability strategies before, during, and after translation. In terms of emotional investment, students will experience various emotional changes when reading feedback, with more positive emotions than negative emotions. There are significant differences in emotional investment among different students, with some students having high emotional investment and experiencing a sense of learning pleasure and gratitude towards their teachers. The interpreting practice ability of teachers has a significant impact on students' professional role models and learning outcomes. Although corrective feedback can easily trigger negative emotions, appropriate affirmation and praise can neutralize these emotions and motivate students to increase their learning engagement.

5 Discussions

Research has shown that during the MTI stage, the overall feedback input of interpreting learners is relatively high, and the feedback effect is good, demonstrating a high level of feedback literacy among learners. There is a correlation between learners' feedback investment, and emotional investment is positively correlated with cognitive investment and behavioral investment. However, there is no significant correlation between the sub dimensions of behavioral input feedback intake and cognitive and emotional input. Students' questioning and neglect of feedback suggestions in oral presentations did not affect their feedback intake during the second interpretation recording. During the interview, it was found that students had behavioral inputs that were not accounted for after oral presentations or before the second interpretation recording, such as reviewing teacher feedback content, recording key phrase suggestions for translation, etc., which reflected practical cognitive and behavioral inputs. The main mode of learning engagement for learners is constructive, where students respond to teacher feedback and generate new knowledge. Some students focus on proactive engagement and repeatedly review teacher feedback to identify and fill in gaps. The interaction between students, peers, and teachers is insufficient, and a good cooperative learning atmosphere has not been formed. The research findings are consistent with the common situation in interpreting teaching in China, such as insufficient classroom evaluation and ineffective interaction in students' post class interpreting training. It is necessary to establish an interpretation teaching model based on teacher-student cooperative evaluation, or adopt a more interactive conversational feedback model to improve the interactive learning engagement of interpretation learners based on feedback.

6 Conclusion

This study analyzed the engagement of six MTI students in teacher feedback and found that they were generally able to actively respond to feedback using cognitive and metacognitive strategies, exhibiting learning characteristics of active and constructive engagement, and had a high feedback uptake rate. Research has shown that traditional oral feedback from teachers in interpreting classrooms is difficult to meet students' needs. It is recommended to introduce mechanisms such as peer evaluation, teacher-student cooperative evaluation, and human-computer interaction to encourage students to increase their learning engagement through interactive learning activities and improve the quality of interpreting education. Future research can explore situational factors and teacher-student feedback literacy in the learning process.