Using video dubbing to foster college students’ English-speaking ability

Jao, Cheng-Yueh; Yeh, Hui‐Chin; Huang, Wan-Rou; Chen, Nian‐Shing

doi:10.1080/09588221.2022.2049824

Cited by 11 publications

(8 citation statements)

References 43 publications

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“…Overall, it can be said that the application of Englishsubtitled videos has the highest impact on speaking compared to listening and vocabulary. This data is supported by research conducted (Wulandari, 2019) with an effect size of 1.27, (Hadi, 2019) with an effect size of 1.90, (Jao et al, 2022) with an effect size of 1.47, (Salem, 2019) with an effect size of 1.33, (Bedaiwy, 2022) with an effect size of 2.02, and finally, research conducted by (Alabsi, 2020) with an effect size of 1.19.…”

Section: The Influence Of English-subtitled Video Based On Skillsmentioning

confidence: 56%

The Effectiveness of English-Subtitled Videos in Enhancing Speaking, Listening and Vocabulary Skills: A Meta-Analysis

Oktapiani,

Ilham,

Humaira

et al. 2024

JOLLT

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English-subtitled videos are a popular and accessible form of multimedia that can enhance language learning by providing authentic input and scaffolding comprehension. Therefore, This study aims to assess the effectiveness of English-subtitled videos as a learning tool for enhancing speaking, listening, and vocabulary skills among language learners. A total of 87 eligible studies were included in the analysis. The results of our analysis, conducted using JASP software simulation, indicate a statistically significant impact of English-subtitled videos on language learning, accounting for 59% of the variance, placing it in the Moderate category of significance. Specifically, the effect size values for speaking, listening, and vocabulary were 0.64, 0.59, and 0.55, respectively, highlighting their positive influence. Furthermore, the present research revealed that studies published in 2022 exhibited the highest effect size, with an estimated value of 0.771, underscoring the growing relevance of this instructional approach in recent years. Additionally, when considering the number of participants, studies with fewer than 40 participants demonstrated the highest effect, with an estimated value of 0.534. This suggests that English-subtitled videos are particularly well-suited for improving speaking skills, especially in smaller sample sizes. These findings offer valuable insights for educators and learners seeking effective multimedia tools to develop language proficiency.

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Section: The Influence Of English-subtitled Video Based On Skillsmentioning

confidence: 56%

The Effectiveness of English-Subtitled Videos in Enhancing Speaking, Listening and Vocabulary Skills: A Meta-Analysis

Oktapiani,

Ilham,

Humaira

et al. 2024

JOLLT

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“…Participants used words and emojis to realise emotion regulation in collaborative MALL. Also, researchers examined the use of video dubbing mobile technologies as a new type of language learning practice (Jao et al, 2022). In that study, L2 learners tried to mimic emotions via their voices, and human raters tended to focus on the emotion production aspect when evaluating dubbing performance.…”

Section: Affective Learning In Mallmentioning

confidence: 99%

Affective Support for Self-Regulation in Mobile-Assisted Language Learning

Viberg

Kukulska‐Hulme

Peeters

2023

International Journal of Mobile and Blended Learning

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Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully harnessing the affective affordances of MALL.

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“…The interest was primarily focused on this AVT mode, and it continues today (Borghetti, 2011;Incalcaterra McLoughlin, 2009;Lertola, 2019;Torralba Miralles, 2028). However, this soon gave way to the use of other didactic AVT modes, such as dubbing (Ávila-Cabrera, 2022;Chiu, 2012;Danan, 2010;Jao et al, 2022;Jüngst, 2013;Pamungkas et al, 2019;Sánchez-Requena, 2016), audio description (Calduch & Talaván, 2017;Ibáñez Moreno et al, 2016;Ibáñez Moreno & Vermeulen, 2013;Navarrete, 2020; and, to a lesser extent, other AVT modes, such as subtitling for deaf and hard of hearing people or SDH (Bolaños-García-Escribano & Ogea-Pozo, 2023;Couto-Cantero et al, 2023;Talaván, 2019;Tinedo-Rodríguez & Frumuselu, 2023), voice-over (Talaván, 2021;Talaván & Rodríguez-Arancón, 2018), or free commentary (Baños et al, 2021;Lertola, 2021).…”

Section: Introductionmentioning

confidence: 99%

Didactic Audiovisual Translation in Online Contexts

Talaván,

Rodríguez-Arancón

2024

hikma

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The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to the use of AVT modes (subtitling, dubbing, etc.) as didactic resources. It is a line of enquiry that has been receiving increasing attention in recent years, from researchers and practitioners alike. The TRADILEX Project has aimed to reinforcing this area of study by designing and testing a methodological proposal where various AVT modes (subtitling, voice-over, dubbing, and the media accessibility modes of audio description and subtitles for deaf and hard of hearing people) have been applied to enhance integrated skills in English as a foreign language. This article will offer an account of the whole online piloting process undertaken within TRADILEX. It will show how the methodological design, the lesson plans, and the instruments were confirmed as functional, reliable, and effective for integrated skills enhancement, before undertaking the pre-experimental long-term study that lays at the core of the project.

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Using video dubbing to foster college students’ English-speaking ability

Cited by 11 publications

References 43 publications

The Effectiveness of English-Subtitled Videos in Enhancing Speaking, Listening and Vocabulary Skills: A Meta-Analysis

The Effectiveness of English-Subtitled Videos in Enhancing Speaking, Listening and Vocabulary Skills: A Meta-Analysis

Affective Support for Self-Regulation in Mobile-Assisted Language Learning

Didactic Audiovisual Translation in Online Contexts

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