Dynamic Correlation Between Listening and Interpreting Abilities of Undergraduates Majoring in Translation at Applied Universities: A Longitudinal Study Based on the CSE

Shiyue Shen; Yue Zhang

doi:10.63313/ESW.9128

Authors

Shiyue Shen Zhejiang Yuexiu University, Shaoxing 312000, China Author
Yue Zhang Zhejiang Yuexiu University, Shaoxing 312000, China Author

DOI:

https://doi.org/10.63313/ESW.9128

Keywords:

Applied University, Translation Major, Listening and Interpreting Ability, CSE, Dynamic Correlation, Longitudinal Study, AI Personalized Practice

Abstract

This study presents a one-year longitudinal investigation into the dynamic correlation between listening and interpreting abilities among undergraduate translation majors at an applied university — Zhejiang Yuexiu University — within the framework of the China Standards of English Language Ability (CSE). Building on prior cross-sectional research, this study tracks changes in students’ ability levels across four time points, identifies key drivers of improvement, and explores the causal direction of the listening-interpreting correlation. A mixed-method approach was employed, including CSE-based self-assessment questionnaires (modified to a seven-point Likert scale), academic performance analysis, semi-structured interviews, and an AI-driven personalized practising system. Results from 122 valid participants indicate that listening and interpreting abilities show a moderate positive correlation (r = 0.48 at baseline, increasing to r = 0.65 after one year). Cross-lagged panel analysis reveals a unidirectional causal path: listening ability at Time 1 significantly predicts interpreting ability at Time 2 (β = 0.42, p < 0.01), whereas the reverse path is not significant. Low-proficiency students benefit most from intensive listening training, while advanced students (CSE Levels 6–7) exhibit mutual reinforcement. The AI-adaptive training group (n = 25) showed significantly greater improvement in correlation strength (Δr = +0.24) compared with the control group (Δr = +0.09). These findings provide empirical support for curriculum optimization, dynamic assessment, and personalized AI integration in applied university translation programs.

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