Investigating audio description learning in an interpreting program: A Grounded- theory approach

Audio description training (ADT) has attracted increasing attention from researchers. Existing studies on ADT are usually based on the trainers’ teaching experience and teacher- centered methodological issues. Only until recently have learner perspectives been explored. The project examined students’ AD learning in an interpreting class. The participants chosen were 26 translation students enrolled in an interpreting program in Hong Kong. By conducting a three-level grounded theory analysis on the students’ written reflections on their AD learning, this study identified 10 themes ADT, providing empirical support for previous findings on ADT and suggest a possible direction for AD trainers to pursue in addressing learners’ needs in their future training activities.