Firstly, the present investigation could be repeated using a bigger sample.

Secondly, a possibility is to map the use of lexical cohesive devices in the consecutively interpreted Hungarian target language texts of the four students who participated in this investigation.

Thirdly, the evaluation of the complete consecutively interpreted target language texts, instead of just randomly selected segments, could also help to provide a more comprehensive picture of the development of interpreting competence.

Fourthly, recordings were made of the sight translation performance of four students participating in this investigation. The recorded sight translated Hungarian target language texts of the four students could be analyzed to see if there are any differences between the competence development patterns between consecutive interpreting and sight translation.