Out of time.
We're going to make his thoughts looking to crackle.
So I've got the pleasure of having to deliver a letter and getting a,
you know, just a very brief, very short presentation.
Just I was I was telling some colleagues
I'm going to make captions out of their vehicles having time.
So. Dr..
ARENA cleaning how to
use the less ecology terminology and multilingual translation.
She's an adjunct lecturer at the University of Eastern
Galletly.
She carries out research and use for specific purposes,
and she's the author of various articles
and has participated in various international research
projects, including an Erasmus Plus
project entitled 1000 Favorite
Interactive Exercises for Professional Communication
and a rather interesting one taking place in Cambodia.
So good luck.
And Jennifer Loeffler also has a Ph.D., she said.
Assistant professor of English language translation at the University
of Spokane.
Equally, she carries out research
for specific purposes.
She's
published a well-known
book, No Aerial Studies in 2019.
To be interesting to know more about this
book.
It's freely available.
Yes, it is open access.
And she's been part of the secret project
that's also now part of the Arena project.
And it's for this project.
And when someone said that Noah was the queen of the conference,
I would say that Jennifer's been set up.
So that road is yours?
Well, as I.
Said, good presentation.
Thank you.
No pressure again.
So thank you. Thank you all for being here.
So I try to speak loud
because there's no mic, so I hope you can hear me fine.
Okay, So today with my colleague,
we're going to talk about revising science.
As Alejandro was explaining, we are both working at the
University of Eastern Piedmont,
which is a young university in the Piedmont close to Milan.
We have deep it's a multi campus.
It's a nice reality.
And we actually
we we both teach in USP courses.
So in this case, we're going to talk about science,
and it's an exploring study about voice over
with English for specific purposes, these postgraduate students.
Okay.
So the outline briefly, the state of the act,
the pilot study, the experiment, the study,
and then the new experimental proposal.
Well, we all know what it is, but just, you know, to be
to follow the, you know, the structure of presentation,
this is what it is we all know by, you know, the second day.
Anyway, so the state of the art talking about voiceover and.
SB Well, there's not much yet.
We can say, okay, we're working on it.
So we can say that their career
was among the first working on the SB
for business purposes and then also for tourism.
And then we have a pilot ticket.
I think she's not here today and she has been working
on engineering and architecture students.
So we have a bit of variety here, so we hope we can contribute
to fill the gap in this, in this sense.
So doing
the well, we all know what happened in 2020.
So from face to face, we all move to online.
That was fun in a way.
Those that we known do not work at the unit, Right?
So we try this.
Okay.
So this was, of course, plan to be face to face,
but then in March, it took place online.
So this is the pilot study?
Well, the aim was to investigate
the potential of voiceover task of educational science videos
for development of listening and reading skills. Hmm.
Participants wait to
you speak to students of biology.
We actually at synchronous online classes,
so we would meet online and they would do the work.
And it took place over one month.
It was a bit difficult to adjust in such a hurry to to the new context.
But anyway, we made it.
So the methodology is very simple.
We well, I asked them to do
intra lingual voiceover tasks of three vocational video.
Just going to play this what I'm talking
you would know audio.
Okay.
So you can get the idea of the type of video.
So it's a visual thinking one.
It's actually made by two sisters, the Amiga sisters.
One is a professor of teacher of biology.
Really?
And this this sister will be the one doing the graphic of the videos.
And they explain science in a very simple way.
And we thought it was a good way
to introduce our students.
So they had to do a listening and reading pre and post-test.
We had cast video recording because we were online.
They completed a feedback questionnaire.
We had a final focus group and of course, teachers observation.
Okay, to next.
So just to give you an idea and I think I'm afraid you speak
well, it's very tiny, but just for you to have an idea.
So very much would be the popular one and green match.
So, so yellow. So just to.
So you have an idea.
So this was the question in the feedback questionnaire.
How much you think you think
you have improve your English skills and knowledge thanks to voiceover.
And as you can see from left to right would be reading,
listening, speaking, grammar, knowledge and vocabulary.
So overall, we can say the perception was was good
and to your second question,
if they enjoy voiceover, you can see very
same colors, very much purple, green match and not match.
We actually had one.
It's the orange one.
So I think they were 24 students, so 23 out of 24 would have enjoyed it.
So that's a good
starting point.
So just briefly,
the feedback question and open ended questions
and we asked them to provide whatever they thought it was
necessary to ask.
And so we have divided in categories we can ever feedback,
positive feedback.
They really enjoyed it. Let's do it again.
Challenging to improve my fluency so that ring the bell.
Listening and reading wasn't enough.
Okay, so we were okay.
It's revising, but since it was a line pandemic, it was a bit
difficult to do the, you know, testing and then challenges.
Yes, there were challenges.
And think again to the SB students.
So they do biology.
They're not used to do a lot of
language exercises.
It was difficult, but different than usual.
Okay.
So the surprise effect always works and I find it difficult, but
I think it is very useful and again, to prove listening and speaking.
And then I found it difficult to pronounce the words well
and synchronizing at the same time, because the thing is the video,
while we can listen to the audio, but they're quite fast,
so they would activate the subtitles and read what was going on
in the screen, I mean the subtitles and revise what was going on.
So they had to do it many times.
And that was the point to do it several times.
So suggestion it isn't expected to be repeated,
at least for me doing voiceover based on non topic.
And this is the point we use.
Yes, videos was challenging and funny, so we can say this
with very positive feedback and that was the the idea to continue.
We actually validated
the three dimensional saying we did selected work with this course
because at the time I didn't have really the chance
to, to talk to colleagues and,
you know, validate with them what, what would have been useful in.
SB But you know, looking at their syllabus and see what they do
and we come up okay could these activities they said yes so perfect
validation of the research design. Yes.
Partially task timing and data collection of students were okay,
but the skills we were going to change.
So in speaking instead of listening and reading
and then face to face settings,
so in 2022 it took place pre experimental design.
So one group pretest post-test and face to face.
So in this case,
well, it was the same, but in this case,
instead of reading and listening, we would test speaking.
We actually had a 26 or a little bit more.
And because there are more students that are involved in the group,
but they do not attend because they work.
So I did the study only with the people
that they actually would come to class and they would do the whole
the whole
experiment.
So in this case, in Trilingual again.
VOICEOVER Ask for the same to you, the occasional video
speaking pre and post test.
In this case we didn't have the chance to have final a group interview,
so we had a the feedback question and teachers observation.
So this is the upload.
Okay.
You didn't listen to the original.
Sorry, but we are a little bit short in time,
so I just want you to listen to a student.
Okay.
So this is the video and as you could see, it was,
you know, SB language and the rhythm was okay.
I mean, the fluency and speed of speech, the
the pronunciation and intonation.
Okay. So and this
I was going to change this after listen to Anushka,
but then I decided to leave it.
Okay.
So the assessment criteria as currency of the 20,
because in Italy we have this system, many of you know that
that we evaluate on zero to try to take on 30 out of 30.
And we have 18 as a, you know, the sufficient level.
Exactly.
So as you can see, I mean, this is already pre experimental design.
And my colleague is going to talk about the new proposal.
So just
I mean, we didn't do, of course that these takes
with the first one it was just pilot.
But just to get an idea of the script statistics here,
we can see the three test and process this difference
and some of the version is the same which means
results were homogeneous I mean between pre and post test.
So these are very encouraging.
And from the qualitative point of view,
which I think as Alberto was saying yesterday, that it's always good
not only statistics, we are talking about people and we'd never we never
we would like to have big numbers, but sometimes it's difficult.
So we have convenient sampling and
so it's difficult
to have big numbers unless you try the likes, of course.
So this is them just for you to give an idea.
It's the same exact set of questions I show you before,
so as you can see,
there's less powerful in this one.
So less, very much.
And this one is a little bit more colors.
Let's say.
So we have not much in this, but still there are good results.
We think we are 24 before and then we have 26.
So this is the idea.
And so that's why we would like to to continue.
So overall digital VOICEOVER
Yes, and see a three quarter of the pie.
Okay.
So much and very much
would you like to do and this is the point, would you like
to do a voiceover as a regular activity?
And yes, what, 70, almost 70%,
which I think is a good result.
And again, I would like to remind it that.
SB students, they do English because they are obliged to do so.
So I think it was
a good a good result overall.
So I think it's okay and
so feedback I just want to say that quickly,
but I think it was very good and I think it was
even richer compared to the online experience.
So we can have the two things we have the online
and then it was a very difficult path for anyone. So
the, let's say the opinion for the on online would be
less enthusiastic, whereas these one in the open and the question,
they were very enthusiastic, which is nice.
So the challenges which I think
are the more intriguing, okay, it's difficult for me.
I had problems to speak at the same speech
and then the third one here would say very useful.
Also look also looking at all the difficulties encountered
in order to complete it correctly.
So it was a challenging, stimulating exercise
suggestion which we should treasure.
And many students asked to do this more often
because we did only of we had P so I didn't add the timeline,
but we had pretest three weeks of doing voiceover one
voiceover test per week, and then we had the post-test.
So let's say they did three weeks only of the 12 weeks of the course.
So they said maybe it would use within a couple of hours
during the lesson we ate for our class because we had to
do intensive course of 50 hours.
People said three people once a week.
And then again little changes.
Start with the easy voiceover and scaffolding.
And as they gradually adding difficulties continued activities
as normal onward but started from the beginning of the course.
So again to have longer duration
and I
like this one in these ways, in these ways I found it perfect.
Okay, So
okay, that was only one.
Number was.
Okay.
So overall, I think very positive feedback.
And we will continue this week to 18 to another click
or Joanna City Center
five.
Okay.
So you. Say.
That, you know,
I was going to ask the assessment.
Sorry.
Well, in this new study that we are planning
to carry out shortly,
we are going to take some things that we've looked
at from the previous study, but we're going to integrate it
with some new notions and we'd like to focus on terminology.
And since I have a background in terminology, that was my proposal
to attempt to measure
the potential of audio visual translation
for the development of specialized vocabulary, i.e.
terminology for ESL and DSP learners,
because I've noticed repeatedly that even though
learning new vocabulary n-terminal G seems to be pretty straightforward,
students have a lot of difficulties with it, and exams show us that
terminology often is a little overly.
They kind of hope to use the Latin in order
to get their English right, but very often it doesn't work. So
we've
decided to pay special attention
to this particular aspect of terminology collocations,
because very often
when it comes to learning terminology, people just go for the dictionary
approach, they look up specific terms and they think that they can know
them, but they cannot use them correctly in context because what is
lacking is their knowledge of the associations
that these terms form, which are collocations in context
and collocations have been repeatedly
looked at as very important
fields of study in terminology, but no one has really gone
into the depth of learning
collocations with multimedia tools.
So we have decided to provide these voice over tasks
for educational science videos
and the participants of this particular study
are going to be postgraduate students in biology,
and we're going to have an experimental group and a control group
who are going to have face to face classes over five weeks.
But the activities they're actually going to be done autonomously.
They're they're going to do them at home.
So in class, we're going to explain how to do things, but
the actual voiceover tasks will be done at home because in class
they sometimes get shy.
They don't want to speak in front of each other.
So at home it's much better. And
the control group is just instead of doing the ABC test
is going to do a video comprehension questions
that are already proposed for students
who view those videos.
Basically, most of the questions are about learning
vocabulary and explaining things in their own words.
So it's going to be assigned as homework and
they will get an extra point
towards their final mark if they actually do this correctly.
Because without the stimulus, it's vain to attend to.
The students will be interested, especially science students.
So we're going to include collocations and pronunciation
in the pre and post test and
then we're going
to do the voiceover and feedback
questionnaire and it's probably focus group
and group interviews, depending then again on the participants.
And we've got three
tasks total five weeks because of the pretest
in the post test and the structure is going to follow the usual
template that he probably original warm up exercises
while viewing to prepare for viewing viewing exercises
support after viewing the AB task for the other group
and other exercises for the control group and voiceover
recording a post about consolidation activity.
So we expect we hope to have
a relevant number of participants and
this thing is going to be limited to five weeks only.
But then again, if we see some potential in it,
we plan to do further studies, maybe with other students
to see how students of Nonscientific
Fields will work
and what kind of results they're going to get with scientific video.
So we're going to see what this project does.
And then
continue. To.
Do. I have the conclusion. Yes, please.
So the like
we said in the beginning, the potential of
audio visual translation has not really been explored
that much in the field of science and is rather new in the ESP field.
And since the results from the pilot course
and the pre experimental study are encouraging
and the feedback from the participants is very positive, this
study is rather promising
and we hope to be able to give you the results
by the end of the year.
Yes, hopefully soon.
So let's take the questions.
And thank you very much.
CHEERING And Jennifer, it was a pleasure to listen to you today.
And I would like to open the floor to our audience
for questions.
Take them just to.
Thank you very much
for the presentation and congratulations.
What strange thing was wondering if you've tried this
before with another minority or.
It's just the first statement on the.
Information regarding the collocations and science.
This is going to be the first one.
Or are you.
Thinking about trying to?
For now we would like to explore
voiceover
in without translation
because these are not language students. And.
Whereas, translation also has its purpose
and everything in
it has its pros and cons like it doesn't
really support pronunciation, for example.
And we'd like to first
explore the potential of this kind of task.
And then, yes, in the future it's,
it's something to to consider.
But we don't have any specific.
Plans,
any other questions.
I couldn't help but notice that in the first diagrams that you showed,
there was always there's always this thing about grammar
that I think in our studies we tend to forget about.
And I couldn't help but notice that the values were
the scores were lower than the rest.
So could you please elaborate on that, on how we are,
how we approach grammar or if you want to approach grammar?
And another thing is I think it's I mean, it wasn't a new experience
for me as one since 2019 and then teaching ESP,
So it was new to me to meet all these new targets students,
both biology, law students, economics, and the feeling is completely felt
when I always used to teach humanities students. So
and even within USP, they have completely different
profiles and needs and everything, but something that they
very much worry about is grammar. Yes.
So that's why I wanted to ask them how they felt
this could help them because the feeling
was that going with this grammar book and the, you know, their arms
and when they come to class and they want to do drama,
they asked me to come with sometimes and I mean, they enjoy
communicative tasks, but they also ask me for grammar.
I the same feeling as well.
I'm more used to working with people in English for specific purposes
because I'm also a translator and I've been working
with the medical field for 13, 14 years and well,
they do like grammar because it's structured
and it's something that is that appeals to their left brain.
I guess
so, because,
you know, in grammar it's like math and you go one plus one is two.
Whereas with speaking and well,
there is more room for creativity, they tend to be
shy and be scared and not really feel at ease.
But I found that they actually enjoy exercises
that sort of push them a little bit
outside of their comfort zone as something that they're not used to.
So I think that exploring the potential of even for
grammar is tricky.
And so we're going to start with easier things
and then we'll see how that goes.
Maybe I think that maybe subtitling could have a potential
in terms of grammar learning, maybe trans language,
so involving the native language and stuff.
Yeah. Well, thank you very much again. Thank you, Groundup.