Welcome back.
Good afternoon.
And thank you for being here.
Today for us is a really nice day.
We appreciate your presence here.
We would like to share with you some of the stories
we have been carrying out.
And first case we are starting with working on oral
skills with audio visual translation modalities, the
consolidation of an effective tool in foreign language
education will be first followed by creative dubbing
as an innovative tool in the primary EFL classroom.
Pre-service teachers perspectives.
So what we are going to do today
is just to do the two presentations and then we keep all the minutes.
If you you like the idea to the end of the presentations.
So then we will be pleased to answer all your questions.
So let me first introduce Annamaria Bernardo.
She she's senior lecturer at the Department of English
Studies of the University of Zaragoza.
She has published articles in the field of English Historical
Linguistics on the teaching and learning of English
as a foreign language on an audio visual Translation
Service member of the research team IT
who are currently undertaking the Travelex Project.
This project focuses, you know, on the pedagogic
use of audio visual translation modalities,
some methodological proposal to improve the learning process
of English as a second language.
She's also an active member of the European Erasmus+ Cata Project
Interest team
and has participated in all their European projects
dealing with improvement of standards of quality in either
an adult language allocation with quality assessment training.
Regarding my serve well, I'm also from the Department
of English philology in unified New South Carolina,
and my research views are on audio visual translation.
The didactic use, especially based on technical English.
So on the floor floor is yours.
Thank you. My pleasure.
Good afternoon. Is here.
It's very nice to be here with you to introduce this study
which was carried out, as Bilal has said,
within the framework of the research project Travelex.
It was financed, as you probably know, by
the Spanish Ministry of Science and Innovation.
And well, as you also know, this research group aims to improve
the process of foreign language learning by providing a methodology
based on the didactic use of 80 modalities.
We focus on the for this presentation.
We focused on the didactic use of 84
training oral skills in English.
The study was carried out at the School of Engineering.
I'm sorry, and Architecture at the University of Zaragoza
in the first semester of the academic year
2021 to 2022.
It was offered as an opportunity to improve the student's
level of English by moving away from traditional
methodological approaches.
Regarding our methodological proposal,
which was that of TRAVELOGS.
The course was presented as a didactic sequence of three
lesson plans per modality offered
to via the educative platform model.
Nine Lesson plans focused on revising modes
which were dubbing or
audio description and voice over
an interactive guide for students was created at HOC
that included information about how to enroll the course
about technical issues and also a tutorial was included
to upload on how to upload their tasks
onto the Moodle.
The course included five stages.
First, the students had to reply
to an initial questionnaire that we call initial questionnaire.
That's how the second insert in the second place.
The students did an initial test of integrated skills that we called.
It is for short with a total duration of 2 hours.
The test consisted of four sections divided into two parts each.
Two for production and two for reception.
In the third place, students had to complete
six lesson plans of one hour of duration each.
And then they filled in a final test of integrated skills.
The so-called fit is similar to the initial test
of integrated skills proposed at the beginning of the course
and with the same duration and structure.
After that, a final questionnaire was distributed
to assess the students opinion about the process,
the results and their satisfaction.
Concerning the process, students
Sorry,
concerning the process, the students were asked to assess
the educative platform, used the instructions about the project,
the instructions about the lesson plans, tutorials of their software
recommended, the keys suggested for the lesson plans
and the time they needed to complete those lesson plans.
With regard to the result, they were asked to
what extent their language skills improved
and what abilities were developed
and within the category of satisfaction.
They assessed their levels of satisfaction with the project.
They didactic use of subtitling and the didactic in interest
a and the didactic an interest in language learning
from the
54 students who showed an initial interest.
24 completed all the tests and tasks.
The initial questionnaire in the form of a Google form
aimed to collect personal information regarding, say, for instance,
their initial level of English, their familiarity with about modes.
And these are the results that we got
100%.
That is, all the students were born.
Well. Yes.
All the students were between 18 and 30.
They were mainly male.
Male?
Yes. 95.8%.
Most of them were native speakers of Spanish,
and 25% of them
had no certificate of their level of English.
None of them had used a audiovisual translation
in or outside class to improve their level of English.
So this was their first time and all of them showed interest
to a greater or lesser extent in participating in the project.
62.5% did not
know the main modes of AVP which contribute to accessibility.
So this was an absolute new field for them.
The students familiarity with AVP
ranked somewhat low in a scale of 1 to 6.
It scored three and all answered
that they were good or very good at.
They are students of engineering
have to say their expectations as to whether the eight tasks
can contribute to improve
their level of English were very positive point.
Sorry, 4.8.
And we also got a very positive answer
to whether AVP tasks can improve their motivation
in learning.
Okay, so now let's concentrate on the three modules
based on the revoice Revoice.
As you can see, this table shows the modules together
with the lesson plans on the timeline.
The week in which they were carried out
as can be
seen its it's modules divided into three tasks
which move from basic to advanced.
The free video editor proposed was the screen classified.
However, students were allowed to use any other they were familiar with.
Like light works.
Its lesson plan was divided into four sections.
But let's focus on the central part of the lesson plan.
That was the revoice in activities.
So these revoice in practice
had a time of 30 minutes of duration
and it revolves around the didactic use of voiceover
dubbing until your description for an inactive perspective.
In the case of the voiceover, students had to do the voiceover
of the second half of an English clip
in the first lesson plan, then
in lesson plan to the time of use of doing the voiceover,
extend extended to one minute the full clip.
Finally, in Lesson Plan three,
the students are asked to propose a creative in trilingual voiceover.
Creating writing in English their voiceover
narration for a one minute clip.
The first lesson plan of the dubbing
module started in this first module.
Sorry, In this first lesson plan, students had to duck in English
a short extract of a clip in lesson plan too.
They continued with an enthralling while dubbing a task,
but in in this occasion they had to write their own script
for the clip and then dub it.
Finally, in Lesson Plan three,
they had to rewrite first
and then dot the source English test.
But being creative.
Lastly, as in the other modules,
there is an evolution from lesson plan one to lesson plan three.
In all your description as happened in the case of the voiceover
students to start revoice in half of the clip.
The first part is given as an example.
While in the following state, they had to do the full clip
to conclude with the
audio description of the video in English with their own proposal.
In other words,
there is a progression, as you can see, in terms
of difficulty within intra lingual tasks,
moving from a partial voice in to total voice.
So there is an increase in difficulty in terms of length
and then to creativity as well.
The lesson plans finish with a post task that involves
sometimes writing or continuing working on
on orders or production
in order to facilitate correction work.
We use rubrics.
The items evaluated in the three cases are shown on screen
and the grades were distributed into four
categories Poor, adequate, good and excellent,
and four grading labels were chosen instead of five.
To be more objective, avoiding what could be considered
political correction when marking with that middle choice,
neither adequate nor good.
As far as the results are concerned, a progressive improvement
is observed in the more use of voiceover
and dubbing and in the OTP for the script in audio description.
Sorry, the excellent results were maintained, the marks were high
and perhaps because of that a small improvement means a lot.
In the case of audio description.
If we focus on the development of the skills of B2 students,
the highest average of improvement is seen in Britain.
Reception followed by oral reception and oral production.
This more improvement we mention from it is to fit is in the case
of oral production could be justified by the level of students. B2.
If we compare the results with a similar study
carried out with V one students
where the development of oral productive skills were higher,
the statistical
the statistical analysis of the comparison between it is
and it is results in oral reception revealed a first I script.
This creates improvement where the minimum grade is seven,
so you can see one a student only.
But the greatest majority 88 87.5%.
Often a mark of ten.
The average for oral reception in is rich.
9.7 and in the oral production,
the average of oral production in the fifties reached
9.206.
Oral reception results were more positive than those
in oral production
of written reception.
While in it is all marks over pass so 6 to 10,
but the results in written skills were lower than it is oral
skills in In the case of written production,
the lowest we find the lowest average of improvement
and more rate enhancement.
Now there was
a finite part which which was a students questionnaire
and we wanted to see their feelings
about you, see the results, the project and so on.
Okay, so this was quantitative, quantitative information
in which I am sorry, this quantitative information
we have already presented was complemented
by this qualitative information from this final questionnaire.
And what we found out is that students strongly believed
that their work in the didactic 80 tasks improved
or had improved as the project advanced.
So they saw it as clearly positive.
The improvement of oral skills was positive and students perceived
the improvement as higher than in written skills.
This perception is in line with an increase in self-confidence
and the lowering of affective filters.
They also perceived a re voicing modalities
as the ones that most help in the oral production.
While standard subtitling did so for oral reception.
As far as technical difficulty is concerned,
they admitted that the project did not involve
too much complexity being future engineers
and a general satisfaction for them
must be highlighted
when asked what a mode
they would choose to learn English as a foreign language.
Audio description was chosen by more students
than dubbing, and in turn by
dubbing chosen by more students
than voice over so voiceover can last.
The greater choice of audio description was reasoned.
Somehow these with these words, it compels
the students to choose precise words
to express in a concise message what is happening
and this enhances the learning of vocabulary.
These are the very words of one of them,
which somehow encompasses the answers given by others
and those who chose dubbing based their answer on the fact that I
quote, It helps in the pronunciation and intonation patterns.
Due to the restrictions imposed by visual
synchrony, yes,
dubbing was perceived as the most difficult task,
followed by voice over in turn, followed by audio description.
These are the three rebalancing modalities upon which we worked.
The difficulty for
students was to stick to ISOC knee to imitate the intonation
of the of the original version, and also their creative task.
The clarity of the platform and of their tutorials
was highlighted by a high percentage of students.
And in terms of autonomy, their degree of autonomy ranged
between very high 70.7%
to absolute or autonomy
29.1%.
Students strongly believed that audio visual
translation tasks improved as the project advanced.
83.3% felt
they had developed their creativity.
Older students welcome 80 as a resource
in the teaching of foreign languages, and the reasons they give is
that this is a realistic way of using language
as to revising.
Modalities chosen by 70.8%.
Stand out as the eight modalities
that most help in oral production.
These were their perceptions
last.
Last but not least, students were asked to assess to what extent
they felt they had improved in the different scales,
and these were their feelings in descending order.
Vocabulary came first, then speaking and writing,
followed by listening, grammar and reading.
Although they felt felt that speaking and writing
that is productive skills were more developed.
Their results indicated, however, that the highest improvement
was in receptive skills.
They felt on, moreover that their technological competence
was enhanced with voice over tasks, dubbing tasks
and audio description tasks so well.
All in all, this shows at a small scale
the positive effect that these methodology
can have in the process of learning a foreign language, be it
English or any other foreign language.
Today, when we are talking about English, yes.
And it can show also the feeling
of motivation of the students who follow it.
Thank you very much.
Okay.
So thank you, Anna, and always a pleasure to introduce.
Well, I could say yes, a pack of genius
in the field of life that takes in teaching
English as a second language, and especially in the use
of only whistle translation in in didactic.