So let me first introduce Maria by the
seasoned associate professor in the department of
of a specific didactic and research method
at the University of Hong Kong Union City cheers different courses of
foreign language state in bilingual plural lingual
education to receive a Ph.D.
in languages and literature at the State University of New York
and has appeared to be in the in the same area
from the University complutense of Naledi
as an interdisciplinary researcher, her main field of studies are
concerned with second language acquisition, a bilingual, plural
lingual education, and the tactics of language
literatures on culture.
Alberto Fernandez Costales is associate Professor
in Tassel at the University of Oviedo, among others.
His research interests include content and language, integrated
learning, English media instruction, language arts,
used language teaching and methodology and didactic audio.
Visual translation has led several research projects,
as you may know, on clearly on and has published in well-known journals
such as the International Journal of Bilingual Education,
Bilingualism, Language and Intercultural Communication
and or System has been engaged in several
international research projects in an associate editor of.
He's also an associate editor of two international journals,
a prospective studies in Translation Theory and Practice,
published by Taylor Francis and pertaining
to published in by the University of Granada.
And last but not least,
Pilar de Candido is a faculty member
and full time lecturer at
Northwestern Spain at UT UTC.
Has been the Moon Languages Coordinator in the Postgraduate
and Professional Graduate Certificate in Education
from 2000 from 2010 to 2015.
Head of the Teaching and Learning more than Languages Department
from 2014 to 2017 and she is the principal research
and researcher at Dialect Research Group.
She is also head of the international journal Digital,
an external examiner and supervisor
in various doctoral thesis programs.
Did a in standpoint Californian
her research first teaching and learning languages and cultures
and cultures clearly tefl
bilingual education that a drama in education on CS also carrying out
her research based on her own coin textual transport didactic model
about fiction,
fictional tests and the possibilities for teaching and learning languages.
Thank you for being here On the floor Is yours.
Okay.
Thank you for the presentation.
Thank you very much.
Thank you for your presentation.
I very much like
one of the conclusions that you withdrew in your presentation
about 83%, believing that they had developed creativity.
Most of the students
failing this to the presentation that we are going to be
into the using here, which is
we are not going to be working with university students,
but with future primary
with future primary teachers.
So I.
Think.
Yes, but I want to change maybe
is this.
Oh, there you go.
So here is a brief presentation of the contents
that we are going to be discussing here.
This is a case study we that we carried out the
the three of us at the University of Corona.
So we will be dealing with a brief introduction on the topic.
Then do just a few notes on a literature review
that we are going to be using for the case of study thing.
They are going to present the study itself and present their conclusions.
They withdrew from this study.
So as an
introduction, we have, as we have been seen all along today,
that the use of these actually yields is a translation
that has significantly, significantly increased
since the beginning of the of the 21st century.
Research on all of the ab t modes
has grown as potentially only has shown its potential for
foreign language acquisition as well for the development of intercultural,
intercultural mediation and digital skills, among others.
While both informal and informal education settings.
Right.
But it should be noted that there is not enough,
according to our opinion, research and the possibilities of
informal settings with young and very young learners,
where the three of us at the Faculty of Education, Alberta,
the Faculty of Education in Yellow, and myself at the Faculty of
Education
in the University of Corona, we teach future teachers
and we see these they are being no didactic
or the recent isolation has been really useful
for this application at this stage.
So we believe that more research should be carried out on this
for this educational stage in the context of formal education.
Following the European guidelines,
European guidelines for lifelong learning
skills, the current vocational curricula, the long century
a encourage the development of eight basic skills
which you have here right linguistic communication, pre lingual
or multilingual as we call it here digital, cultural, artistic stem
as well.
Personal interpersonal learning, the skills you have them here, right?
The implementation of that are in the primary and secondary
ESL classroom can directly contribute to the first four,
but also indirectly to the other skills.
So these start this a study, this particular study
that we are presenting here focuses on exploring future primary
education, teachers perception on the use of creativity
in Creative Derby in ripe weeds.
It's a that mode that, according to Taliban, allows
the students to adapt the original, the original to fit their level
of proficiency on their own and their own way likes and interests.
Right.
And which and that's a very important element of it.
Elem eliminating the pressure involved with normal love in so
this is this modality was found
by the authors here or by these researchers
to be particularly applicable to the case analyst speech
due to the linguistic technical motivational factors.
Right. That will be discussed later.
So this study took place at the University of Coruna
and were a quasi experiment.
It was a conduct study was conducted to determine
the applicability of creative dubbing as an approach in the classroom
right, which was followed by a questionnaire.
Right.
Looked at to obtain data that we are going to be presenting later
the conclusions.
So in the brief theoretical framework that we that precedes
this study, we really, really want to talk about two things.
First of all, to talk about the importance of promoting
creativity, both at higher education levels,
but very importantly as well, both in preschool
and with young learners in primary education, Right?
So creative writing
in the foreign language classroom not only benefits the development
of communicative skills also, but also contributes to the promotion
of critical thinking and intercultural awareness.
There are several authors that we are discussing here in our research.
It enhances the students intrinsic motivation
towards the foreign language learning, right, which involves the enjoyment
of learning and the language processor
with without this external pressure.
Right.
So there are many techniques to to
techniques and activities to promote creativity in the classroom.
We can go back to the
to the canonical general, the grammar of fantasy,
but in the context in this specific context of foreign language teaching
below pillar myself, we previously published a study on how
to develop creativity in the ESL, clashing with primary school students.
What we develop, what we introduce activity such as haiku poems, short
stories, one or two stories which are prove are proven to be very effective
to acquire a language in primary education.
However, however, as Bella Medina pointed out,
it should also be acknowledged
that children, too they're exposed to new ways
of communication from an earlier stage. So
beloved, the Medina studies
focuses on digital
storytelling as far as our research as a technique to implement
in the classroom creativity in the foreign language classroom.
The ABC modality that we chose, that we chose for this study combines
the benefits of creative storytelling with the pedagogical possibilities
of fun that of the days of creative that mean right, which was dubbing
can be, as you know, in Darling Alta
L1 L2 or intra lingual
a while.
Most research on dubbing is we acknowledge that a is inter lingual
a we a the authors we
we believe that l two to l two they'll be an
oral production is enhanced enhancing helps helps
in enhancing pronunciation.
Natural speech and naturalness of the speech is to be them fluency.
We also abandon coastal A back in 2017
it talked about that also Bolanos gap description on our total
discussed how doubling the usefulness of inter lingual
intra lingual dubbing
regarding specific create gated that mean if we talk about creative dubbing
in particular I we have established bilateral and Taliban
which discuss the multiple advantages of are
in in the language class on including the improvement of listening
speaking within our writing schemes
as well as Ramadan vocabulary fluency pronunciation routes.
This shows different studies show that it's very, very,
very much beneficial in the specific context of primary location.
There is very limited research that is limited
the research on the pedagogical potential
possibilities of the tactic or the regional place
it does later on in general, or creative dubbing for that matter.
We have only we are very lucky to be working with
with Alberto, who has just recently published two articles
on on the Use of the Attic
eight in the field of or the recent translation. So
without any further ado,
I am going to ask that you speak about the cases that exist.
Thank you very much, Maria.
Well, first and foremost, I should be grateful because this
piece of research has been conducted at the University of Colonia.
They have gathered the data.
They had the idea and I only worked at some
external collaborators.
So all the merit has to be awarded to them and any floor
is obviously mine.
The Antonio teenager was not there that morning,
so they phoned me probably because of that. Only, only that.
So we analyzed the data and we are going to present
the most relevant results.
Well, first, the aim of the study
was to assess to what
to determine.
To what extent does creative cam creative be used in primary education.
We knew we can use didactic
or traditional visual translation in primary education.
It has already been been tested and because of the studies
by North Taliban who you probably know,
we know that
creative dubbing might be rather interesting.
Yes, we do not have translation there, but students will be working
with not only lower or the thinking skills,
if you remember Bloom's taxonomy, but also hieroglyphic,
which is very relevant in primary education.
So these were the three research questions.
The first one, if students of the occasion,
that means prospective teachers of primary education
think creative dubbing can be used to teach languages.
Second,
if they consider they should apply it in their own classes.
And how can creative dubbing contribute to meaningful
learning in a foreign language?
First of all, this was a quasi experimental research.
We worked with our own students, so it was an exploratory research.
We worked.
We, all of us work at the faculty of Education.
We employed a mixed research design with quantitative
and qualitative data because we know, yes, that quantitative data
statistics can be used to replicate the study,
but with qualitative research, we can also understand better.
To what extent do teachers think we can really use this
research,
resource or tool in the classroom?
So these were these were the sampling.
Obviously, we are we are working with a convenience
sampling process because they are our only students.
They were their only students.
I'm sorry, there were pre-service teachers from primary education,
as we said, at the University of Colonia.
All of them were enrolled in a subject
which is called didactic or didactic.
So therefore we language English and we have 94 participants.
All of them had taken a course on the use of ICT
for general education purposes, and they had no prior experience
whatsoever in audiovisual translation or didactic or the visual translation
that would be the
standard situation in any faculty, in any school of education in Spain.
And the level which is quite standard again is ab1 according to the common
European framework of reference for the languages.
So these were the three stages of the experiment.
First, they went to the classroom and they introduced
all the visual translation as a didactic tool.
We designed a guide to be presented in the classroom
with general guidelines, recommendations and introduction
to other visual translation modalities.
Second, we implemented the practical stage with three groups, so we
broke these
94 participants into three groups with 32 learners.
In each of them.
We watched videos, they watched the videos,
and then there was a presentation of the creative activities.
That is a quite, quite a relevant stage.
I mean, the way the teachers introduced didactic
or visual translation and the way the tasks are explained,
they are presented to
the students are of paramount importance in order to engage them.
We found the last one is the production stage
where they actually create
a creative dubbing for those of you who don't remember
in creative dubbing, they they elaborate,
they create their own alternative dialogs for a certain
video.
The research tool was a questionnaire which we have obtained
from a previous one we had already used with ten questions.
Very simple question, a close, an open ended questions,
and the aim of the tool was simply to
assess students perceptions,
student teacher perceptions on the use of creative dubbing.
We used a pilot pilot stage
with a group of teachers who then did not participate.
We needed to assess whether or not the questionnaire
was valid, whether or not the questioner was
appropriate.
We got an Alpha Chromebook of 0.762.
We know you really love Alpha Chrome back on all these data.
We all do, and then we fine tuned the questionnaire to make sure
after the the suggestions of the participants
to make sure the questionnaire was appropriate.
These we are going to briefly mentioned
some of the most relevant results.
First of all,
these were quite, quite positive results.
All of them, I think 50% think
they they confessed they enjoyed
creative dubbing, 43% say they enjoyed
quite a lot and only 4%
said neither too much, not too little.
In other words, we didn't have any negative
any negative result.
Yes, we know that there is something which is called the
desirability effect.
When you do questionnaires,
they might be willing to satisfy the researcher, blah, blah, blah.
But this is consistent with previous research.
We know that most teachers, mostly to teach the test consider
audio visual translation
can be used in the classroom, so it aligns with previous results.
Second, regarding the teachers perception
on the use of creative dubbing as a didactic tool, again,
most teachers more than 80%, more than almost 90%
think it can be useful in primary education.
Creative dubbing can be effectively implemented as a teaching resource.
Please remember that we are not
advocating for a new language teaching methodology.
We are only quote unquote only proposing that
all of this for translation, didactic, all of this for translation
can be used as a teaching resource, as a teaching tool.
When asked about the main above pieces of creative dubbing.
So what does creative dubbing ask in my language class?
The first one this is no surprise.
It boosts motivation.
We know audio visual translation nor Taliban are among all the people
Jennifer Ulladulla have have already reported on possible results.
Also Abilla Second, it promotes creativity.
I can't find any better,
probably any better objective to focus on education
if we promote critical thinking, if we promote creativity.
This is something.
Third, it allows working with the four skills,
so it contributes to the integrated teaching of languages.
Remember, we are not in the seventies, we are not in the eighties.
We do not focus on listening.
We do not only teach pronunciation,
we should focus on an integrated way to teach languages.
It fosters cooperative learning, which is a must according
to the European standards, improves pronunciation.
Getting to know a student's interests and using ICT is the least
or the lowest ranked in this.
In this item.
When asked
about meaningful learning in primary education and again,
creativity is the single item with the highest
responses.
Here are vocabulary acquisition.
Again, I'm looking at Jennifer collaborative work, motivation,
pronunciation, grammar, knowledge, active use of assets
until we reach gamify creation.
Most teachers,
most future teachers consider speaking is the skill
which benefits most from using dubbing for obvious reasons,
followed by writing, listening and rhythm.
But if you pay attention, we got very good results here as well.
And creative
dubbing is correlated with creative thinking.
We do not have complicated statistics.
We didn't assess correlations here, but most of them said
it is their perception.
It influences a lot
as every language teaching method as every language teaching results.
The teaching teaching results.
There must be pros and cons, and we need to assess possible
challenges or shortcomings
or the visual translation in the classroom is time consuming.
You have to
define very simple guidelines.
You have to be flexible with the teachers.
You have to provide them with the materials.
And it might be time consuming.
Second, lack of ICTs for teachers or for students
in some other research has in some of the pieces of research that
we underline the need to be flexible here.
So technology policy is not the objective.
The objective is working with
integrated skills and that they work with audiovisual translation.
Finding appropriate
videos is a challenge for only 19% and classroom management.
Obviously, remember we are talking about primary education.
If you play a video in primary education, you can be
relaxed for about 55 minutes.
All right.
And we have the visual.
Thank you very much to the chair
and my colleagues here and you all, of course,
let's go through the discussion and results and conclusions.
So for the first research question, to what extent of future
primary school teachers consider creative and useful to learn
languages, The attitude was positive, as you can see on screen,
and they decided it was positive attitude
to implement Creative Derby so that resource in their future
English classes and 97% as you can
see of them, reported a favorable view as they all liked
used creative dubbing and they enjoyed us.
As Maria said at the very beginning, the top three advantages
are really in line with other previous studies
that you can see here on the right side regarding motivation.
And you have all the references.
I'm not going to read them and many people is here in this
conference, in the first international conference
about creativity, this same and as well
as working with the or so of the four skills of the language.
So the they go in line with previous studies.
As I. Said.
Regarding the second research question,
if we take the cognitive development and mental maturity of the learners
into account, what caused the future primary school teachers
consider appropriate to implement creative in activities?
That was the question.
And most participants agreed that the last cycle
of primary education year five and year six are the most suitable
to introduce this didactic adobe style translation mode.
And again, it goes in line with previous studies and as we said
is Alberto Fernandez style is the one who has done these previous studies.
So we are lucky that we have him very, very close together.
Regarding the third research, questioning, which was creative
dubbing contributes to meaningful learning in a foreign language.
We you can see on the right side the promotion of intercultural
awareness, which is
very important in
our viewpoint, the allotment of the teaching
and learning English, a full language process.
And again, we we have found out that it goes in line with previous studies.
As you can see there.
So as far as main difficulties students faced
when creating an alternative dialog through created in the English
language classroom,
you can see on the right side the things that we are just
I think this morning we have been talking about these
in different papers and and
oral speeches, adjusting the dialogs,
synchronizing and with the be the lack of eyesight, skills,
difficulty of finding suitable videos or disruptive
tasks for classroom management, lack of time and time consuming.
And I think we all agreeing in this and again, it goes in lines
with previous studies, some problematic issues
which may arise when implementing creative dubbing
activities in the English language classroom.
Again, it can be lack of vocabulary, lack of willingness to communicate.
We all know that we have students with, you know, they feel shy or they
they fear to speak in in a foreign language and so on.
Sometimes it can be poor grammatical knowledge.
And again, we have some studies there on the right side which prove
that this our study, our research goes in line with them.
As far
as conclusions, this investigation contribute to confirm
the didactic value of using data activities in primary education.
In this case, as as we all mentioned, it was been
by analyzing the perceptions of pre-service teachers
towards Creative Derby.
And another conclusion is that the use of creative
dubbing can contribute to the development of the teaching
and learning English as a foreign language process.
Most participants underline motivation, originality and
its effect on a student's engagement in the classroom.
And then you can see some examples of students
they pay attention to motivating.
They highlight with with it.
It's very good for the for skills implementation.
I believe even shy students may be willing to participate.
Students five I feel students will like these activities.
Working with creative dubbing can be very motivating and
attractive for them.
Some of the
answers also stated that creative lobby may contribute
to working with integrated skills and to promote creativity.
As we've been saying.
And then you can see some examples there from different students.
We work with several skills.
Interesting resource
stimulates students creativity and critical thinking,
and the last one
using creative dubbing in the classroom is funny and amusing.
I think it may promote creativity amongst youths
as far as the limitations of any study
as we know they we also have.
We can see that
because we can say that because some of us are always welcome.
In this case, it was 94 students, so is not that bad.
I think our sample was exclusively exclusively
conformed by pretty teachers, but I think this is not a limitation.
I think it is a very key point
because those are going to be teachers
at schools and they are going to implement
these these kind of activities in the future.
So I think is exactly the target sample or participants
that we will like to to have
similar background and age of the sample.
Of course, they were the same 94 students and our faculty
and in this case was dealt in, you know, in Galicia.
And well, it's a particular place, but it can be transferred to any
place, everywhere.
I think.
So As as we know,
the aim of this study was determined to what extent the use of city can be
used as a didactic
and innovative tool for learning languages in primary school.
We can say that on the light of the results of OP mentioned,
the answer is clearly positive, and we consider
that this gives a value to the feel of knowledge
and its theoretical and practical consequences
should be taken into account for professional development.
Future research and language policies
helps.
Well, as you all know, and I think Maria said it previously, or Alberto,
I don't remember, this is, you know, in the Travelex Project that we are
all are taking part and very sad because it's coming to an end.
Those are well, at least the references.
And thank you very much for your attention.
And that's so for us.
I want to before we conclude, I want to say that
if we had the chance, we don't have time.
We have recording of all the creative activities that the students perform.
And you could tell their motivation
was, you know, the word that comes to mind,
which may be I mean, the activity was really fun
for them, particularly fun after, you know, having had
having had sessions on the community opinion framework.
I know all those theoretical framework that come before.
So, you know, doing this activity before, but after that,
you were able to see the videos.
You will see, you know, how really well it worked.
Thank you.
Thank you to all of you.
And so now, as you can see, we were talking about creativity,
the impact to all active and active,
other active revoice in activities within the students. So.