Hello, everyone.
I'm going to introduce
Alia Alia Ramirez Barroso.
She has a bachelor's degree in translation and interpreting
and English studies
at University of Cordoba.
During her academic year in 1920,
she studied at the University of Hull in England
as part of Erasmus Plus program.
Her working languages are English, French and Spanish.
She is currently researching on children Sylvia Description
and its application in foreign language teaching.
So I'm going to give you the floor now.
Please go ahead.
Thank you.
Can you hear me
now? It's all right.
Thank you.
First of all,
I want to thank professional writer for her kind introduction.
For me, it's an honor to be here and to be able to.
I'm going to share my presentation salary.
It's okay
for me is an honor to be here.
Be able to present my first steps on of my research on children
so that this group shown for the improvement
of linguistic skills
and the acquisition of vocabulary in foreign languages
and doing so in this context is so is very special for me
because what inspired me to apply my work on a children's
description to a foreign language teaching was my own experience
as a student in the title project.
In both their courses, they they did Alma, a University of Cordoba.
A Alas, sadly so.
Because of that, I want to thank you for having me here.
And well, I'm going to give a brief introduction
to for my presentation, and then I'm going to explain
the theoretical framework in which I have based my research. And
then I want to
explain a little bit a small experiment that I conducted to
check or to revise the
the viability of the application of my research.
And first of all, I want to explain the methodology
of this of this experiment, and then I'm
going to present the results of my analysis of the results.
And finally, I'm going to end with some conclusions
and considerations for further research.
Well, first of all, I wanted to talk about the role of translation
in foreign language teaching, because as we know, for centuries
it has been used for students to learn
a grammatical structures vocabulary.
However, with the appearance of new methods
which focus more on communicative skills at translation was relegated
to a second place, even deemed as ineffective because it didn't
focus on those specific skills.
However, with the development of the new technologies
and with the growing interest
in audiovisual content content that we are seeing nowadays,
now we can talk about the possibility of using audiovisual
installation as didactic tool.
Of course, this has lots of benefits, but the most important ones of them,
the most, the ones I've included here, first of all, students
a feel motivated and they are encouraged to perform
to complete the tasks because they they involve
or the visual content with is which is something that we are able
we are all familiarized with nowadays because we consume it
almost every day.
And also a very important element is that these videos
include natural and spontaneous speech in a controlled environment.
This means that this language has been written to be performed.
That means that
it is devoid from
grammatical mistakes or inaccuracies, something that we find
we can find in spontaneous speeches by native speakers.
So we can say that audiovisual content is a much better tool
for language teaching than spontaneous
speeches by native speakers, because as we know, we usually
we tend to make mistakes while speaking.
Then because of the fact that they this
this content includes both acoustic impulse input and visual input.
We can work several linguistic skills at the same time.
Finally, and I think the most important one,
if selected properly, these videos can raise awareness of
awareness about important topics in our society, like general racism
or something like that.
Here in this life, I have concluded that there are more
about some of the experiments that have already been conducted on
didactic or the visual translation.
And in all of them there are both teachers and students
agreed that they felt motivated and encouraged to complete the tasks.
The only downside that they could point out is
it was the technical part, because sometimes it could
it could be very difficult to learn how to use the software.
However, in spite of this in general, I think we can say that we can
predict a good future for didactic or the research installation.
I want.
So I also wanted to point out
that as we can see in proportion, there are less studies involving
accessibility modes than other modes like dubbing and subtitling.
So I think it's important to continue this research
with accessibility modes,
especially nowadays that
accessibility is very important.
Well, first of all, I wanted to give out
some of the most important aspects of children's description,
because some people may think that is similar to other types of aid,
but it has specific characteristics that set it apart
from other types of aid.
The most important one of them is the target audience
blind and visually impaired children usually present special needs
because they are in a very important is stage of their development
through in which we learn about the world.
We develop our cognitive and linguistic skills
both from visual input and from acoustic input.
However, they still lack the visual input, and this has a
this shows a slower development of cognitive linguistic skills.
Moreover, a big number of these, a type of audience, presents
a condition known as cortical blindness.
This is a condition in which
the organs that are involved
inside, like the eyes or the optical.
The optical nerves work perfectly.
They have no problem.
But there is some damage or some difficulty
in the area of the brain that processes images.
And because of these,
these damage can also affect other areas of the brain.
So blind and visually impaired children with cortical blindness
can present other conditions like deafness
or a slower cognitive development or even difficulty moving.
So it is something that we have to take into into consideration.
Why, when doing children's audio description
with and because of these
specific characteristics of your description
can be very beneficial for this audience.
First of all, because it encourages a koala.
A koala is a stage in children's development
and almost all children go through this stage.
It consists of repeating everything they hear
in both sounds and words,
and this way they develop their linguistic skills.
So with all the description, we can encourage this speech.
And besides, as I have said before, blind
and visually impaired children lack this visual input.
So for them, language is the substitute for that,
for that visual input, everything that they cannot perceive
through their eyes, they do it through language.
That is why audio description can be, of course will be very beneficial
for their
cognitive linguistic and development improvement.
And finally,
I think this is the most important one of all on the description
enables child
blind and visually impaired children to enjoy the other visual content,
which I think is very important nowadays because it is a very
important element in children's development.
They consume all the visual content almost every day
because of these characteristics.
Children's author description also presents specific features.
First of all, a sense of vocabulary.
Of course, we have to adapt vocabulary to the target audiences. Age.
Sentence must be short and clear because as we know,
children have shorter attention span than adults, for example.
Then a very important element in children's safety is creativity,
because it's very important that our oh, the description
script matches the tone and rhythm of the program.
Because of that, we need to be especially creative.
This enables us to explore the use
of more subjective grammatical structures.
Vocabulary.
So we can enable children to enjoy
very visual content and also to follow that to be able to follow.
The more easier this study activity can also be applied to narration.
Our most amorous, more subjective narration would mean that
the person who is narrating the ad would have to try to match that
their feelings and emotions to their feelings and emotions
that the characters are showing on the screen.
And finally, the amount of information.
Of course, we must include the essential information
so that the the plot and the the scene of the
or the visual context can be content can be understood.
But also we cannot include too many details not to overwhelm the audience.
So we have to keep that balance.
What possibilities offers children to the description
for its didactic application?
Well, first of all, it has the same benefits as other eight modes.
As I have said before, is raise awareness about the importance
of accessibility and of the description nowadays
also, as it is up a process of mediation
between the individual content and the potential audience.
And we are developing also sociocultural cultural skills.
And of course, it motivates the students
to learn a foreign language.
But also it gives us additional benefits.
As I have said before, it enables students to explore their creativity
and see how far they can take it.
And this enables them to
try to apply a subjectivity to their scripts.
And this especially irrelevant in the acquisition for vocabulary
related to feelings and emotions.
In order to test this, I designed a small experiment
and we had 25 university students.
It was a small amount, and 21 of them answered the questions that were
presented through the task, and they were
the participants were between 18 and 26,
and the experiment was conducted in the or the visual translation
classroom translation from English to Spanish.
And these participants had some previous notions
about audio description,
but they hadn't heard anything about children from the description.
So it was new to them.
The goals of these extreme was to test the implementation
of Didactic Children's of the description, if it's possible
also to check or to analyze
if the students applied a different approach
to this type of description than to other types of description.
And finally, to analyze which linguistic skills were improved
and students felt that they had improved with this experiment.
So first of all, they were given a brief presentation
on Didactic or the recent translation on children's author description.
As you can see, as I speak, as I have explained to you, they
I told them the specific characteristics of children's
description.
The most important benefits of didactic are the racial translation.
After that, they had to complete the task.
The task was created through a software called Learning UX.
And as you can see, it consisted of on
here we only only we only have eight, but there were ten clips
taken from one video and below it clip
they had a box in that box they had to include.
They can include their proposal for the other description of the scene.
They were they had on the video.
They were encouraged to be as creative as they wanted,
and the only requirement they had to meet
was that they had to include the essential information on the scene.
That is why
sometimes when they
check, they they clicked on the check button.
Some of the answers read.
This meant that they hadn't they had not include the essential information.
When this happened.
They were encouraged to amend this and try to include
that information while still being creative.
Once they had finished,
they had to include the answers in a questionnaires.
They have
the same videos and below the video they had to include their proposal.
This way I could see it's one of their answers and I could
analyze the different strategies they had. Use.
And finally, they had to complete a final questionnaires
questionnaire in which they have questions about
accessibility and the description in general about children.
So the description and about the task they had just completed.
Now, I'm going to
briefly present some of the most a remarkable results that I got.
First of all, in the questions about, well, they were not open questions.
They had to select from a range of answers
which one from strongly agree which is going
to agree, disagree or strongly disagree.
And here we have the results.
As we can see,
all 21 students who answer the question has agreed that
accessibility and order description are very important nowadays.
So we can say that this task helped then have them
be aware of the importance of these translation most.
Then in the second part,
we can also say that almost
all students agreed that a children's description presents
specific characters text and that it is not
the same, isn't it?
Is not similar to other types of description.
It has differences.
And finally. A.
Again, 20 out of 21 students
believe that a children's video description must adapt
to the target public and that are more subjective.
Or the description could
enable blind visually impaired children
to follow the plot and to enjoy the
they or the visual content.
Then about the skills
they felt they had worked the most.
Among them, we have creativity,
which is the most popular one, and awareness.
I have already mentioned the acquisition of vocabulary in English.
Inside this is specifically the vocabulary
related to feelings and emotions.
And finally, about the task.
There was a consensus of all students liked the the task
and they expressed that they wanted to do
similar exercises in the future.
And they also consider that this activity was
a method to apply children's aid to foreign language teaching.
So what can we get from these results?
Well, of course,
this activity has helped them to be more aware of this importance.
Nowadays and to know more about children's author description.
Remember that they have
they didn't have any basic no previous notions about children.
So the description
and also they were they felt more motivated to complete the task.
And also they express
or they answer that this task has helped them
develop their creativity and to take into consideration
the target audiences needs, which I think is very important,
is one of the most important parts of accessibility
to take into consideration the audiences needs.
And finally, they have felt that they had acquired new vocabulary
in English, especially vocabulary related to feelings and emotions.
So I think in
conclusion, we can say that didactic children's description
tasks include all the advantages linked
to didactic or the description based on that description,
but also it includes several additional benefits.
And I have already explained also, it encourages students creativity
to adapt their their script to black and visually impaired children.
And it can be used as a method
to improve vocabulary related to feelings and emotions.
And with these surveys,
I think that we got some considerations
for further research would be to add another task in which
once they have completed their script of the description script,
they would be asked to narrate and to up their audio to the video.
In this way they would also work their all their oral production
and they could apply the subjectivity that I have already mentioned
to the narration and try to match the their feelings and emotions
to the feelings and emotions shown by the characters on the screen.
And finally, and this is very interesting,
the fact that we use audiovisual content that is specifically
specifically targeted to children
can make
this count, make a didactic children's audio description
a good method to apply for
in the actual reach of translation in lower levels of education, like,
for example, primary education, while designing, designing tasks,
applied or adapted to the students age.
We could use a children's audio description
for a foreign language teaching.
This is a list of some of the offerings that I use,
but if you need a full list, I can provide for you
and thank you for your attention.
If you have any questions, I'm open to answer them.
Thank you so much earlier for such a nice, interesting experiment.
Vasily one Got any questions to ask
in micro?
I think. Here
it's.
Okay. Yes.
Yes, it was. Yes. Okay.
Thank you very much for the wonderful presentation.
So I have a question for you,
because this is the part you did with the students. Yes.
Or the description.
So I was wondering, is there a next stage where you're going to test
the audio description script, what they did with Chechen?
I think it's that is the next step.
And I would very much like to work on it.
We are still on it, but I think it would be very interesting
to explore its application in primary education, for example.
Okay.
And I would also like to try it with a bigger number of participants.
Yeah, well, always.
That's always nice. Yes.
But yeah, I think it was a good number.
Anyway, 21 participants is quite good.
And so and then what you said for the next
I mean for the future to try to let them do the voicing.
That's a great idea.
So thank you very much for your great presentation.
We really enjoyed it. Thank you. I would like to.
Just first of all, congratulations for such an amazing presentation.
Thank you.
And I think that we are really lucky
because we have got chairing this session.
She's an expert on Ida.
I know, and I'm not sure it's a question, of course, on record.
Of course, this firstly for the first people starting.
So I think of this question, impregnate this room and perhaps
it's not a question, it's a suggestion.
Why not working together, as Agnieszka said on ADI, on children
and starting because some poles with cognitive loads,
I don't know, but I think you can start working,
collaborating on that
because I think it's really interesting
and a fascinating topic because it teaches citizens set
about accessibility.
So thank you all here for your research
and for what you do and for the way you are also starting to.
Fabian Thank you.
I'm going to give every everybody here, so thank you.
Thank you.
If, if.
I'll hit my notes.
First of all, thank you for the wonderful talk and also
thank you for all the recognition that we have got a bit undeserved.
We are a bit overwhelmed. But anyway,
I was thinking precisely
the same as our colleague.
It could be very interesting too, already, because we have
had some advantage in our research, which is that we always play with the
this from a script.
So the professional of the description, the script
and we have always used this idea description script to compare to
what the students produce.
In your case, is there any other description script
that you use or you should start from from scratch and create your own idea
description script in order to compare to what the students produce?
Well,
in the task the students,
the students had to provide their
they went from scratch and they had to provide their own children.
So the description and being as creative as possible.
But then this is a video which I had already worked myself.
So yes, I had some reference
from my own children to the description.
But what I focused most on was and
that strategies are how students try to adapt
to the audience's needs if and how they applied
that creativity, how when they how far they went.
We have some very good results.
Some students included
exclamation points.
More expressive sentences
are lots of vocabulary related to feelings and emotions.
Who is as a last comment For me, this is very interesting
because obviously with other audio description,
what we have always suggested to our students, you said
that they should try to be as objective as possible. Yes.
Because they don't want to want to interfere with their blind audience
or a visually impaired audience in their
appreciation of the what is happening on the screen.
And this is very interesting in order to practice other types of vocabulary
and also to get I think students may be more involved and more engaged
because are connecting emotions to you to tasks is always good.
Yes. So I agree. I completely agree.
Yes. So I.
Thank you.
Well, when I was reading your abstract,
well, something that really came to my mind
is after the pandemic,
you know, children were peaceful, seen people with masks.
And obviously this is going to bring some problems
later, sooner or later.
So I was thinking,
could I be a good idea?
Could be using it in primary and maybe reeducating some of
these children that have been masked for so long
and didn't know what to wear facial expressions for so long?
So I think that could be a really good
I don't know, I'm making a remark rather than a question.
Maybe you could create out to an experiment
on every
routine to teaching children
who could wear only the you see
masks, see learned
from what your description to visualize
then people's face. Is.
Gestures.
I don't know what to think about.
Well, I think it's a very good idea.
Thank you for your suggestion.
And as I have said, a and the description
very beneficial for blind visually impaired children.
But now that you have sighted also for these children, that they have
had to grow up and to expend
a very important type of time
of the development, watching people
just with masks that they cannot see their facial expression on them.
Movement is very important for them.
So I think it would really be very interesting to to explore that.
Thank you. One more question.
If is
thank you very much for your presentation.
I have a doubt.
Maybe I didn't understood.
I didn't understand properly.
You said it was 21 participants, university students, is that right?
Yes. So you prepare the activity,
trying to put them in in a child's mind, is that right?
Because my question is
the background of the students, were they in the Faculty of Education?
Did you train is every pretty choose because that would be very nice
to focus for the future to implement these kind of activities at school,
as they say in primary or any other level of education,
that that's my doubts.
And they were students of well, they were students of translation
interpreting the University of Cordoba,
and they were in the visual translation classroom.
So they had already worked with all the description.
And the other question was.
Was that I just wanted to know about the background of the students
because working in their.
Particular location and.
Preparing pre teachers.
So I think that will be very interesting for them to
to focus on that
because they are going to implement that when they go to schools,
when they become teachers at primary or early childhood or any other level.
Thank you. Thank you. My my.
Story,
of course.
Thank you very much for your presentation.
Very interesting.
When we first began with all your description,
they told the visually impaired people told us to only give facts.
And that's why we had to be very objective
and they didn't want to be explained, interpret this.
Way as.
Or to description.
But now I saw and perhaps the children is different than the
you use a more narrative way to.
And so it's also a tendency, I think, in in aid in general
that now even visually impaired people accept a more narrative
way of commenting, of describing and not only facts.
So that's the change in the idea.
Yes, I think this is a especially useful for children
because some of them, they have not had a visual experience,
so they don't know that whereas we see it.
So they use of a more narrative for the description could help them to and
maybe
improve their knowledge of the world
on their cognitive linguistic skills.
What kind of.
Clips do you use?
Well, I used short films we've put out on Ice about millions
is always on
or the visual content targeted to children.
So that kind of thing, short films or short clips.
And with that kind of characters.
Short is like.
It was 3 minutes.
Max. It's
quite hard to describe their meanings. So
anyway, we could continue for another half an hour,
but unfortunately we don't have time.
So I'm going to give this for now
to make call this second.
Look.
So I've got the honor to introduce me for.
The second
is also a next personal description,
and she holds a few comparative languages.
Coaches from the University of Vienna and Region
Emilia and is currently Assistant Professor
of English, from which I'm translation at the University of Parma.
We have main research interests include audio, visual translation,
translation, training of foreign language teaching, and then
she has
published several articles, bookshops, text, visual translation, didactic,
80 learning autonomy, foreign language
and cited which really interested
in foreign language application.
And she also has monographs
on the translation of multilingual accents.
So the floor is yours now.
Thank you. So much.
So it's obviously an honor to be here.
Okay,
so the aim of my presentation today is to explore the didactic value
of both
subtitling for the deaf and hard of hearing
and all the description in promoting English language skills
at proficiency levels and at the same time investigates
students perceptions of activities related to SDH and
of course, the framework
is a role of visual translation and more specifically,
of accessibility modes in foreign language learning.
I'm going to discuss a didactic experiment which was
developed at the University of Parma, in which.
SDH And they were implemented in
an English language course.
As we all know very well, the didactic value of 18 foreign language
learning has been increasingly investigated in the last decade
and has been supported by a significant number
of experimental studies carried out in different settings.
Both research and training have mainly focused
on the use of individual ABT modes such as subtitling and dubbing,
as pedagogical tools in foreign language
teaching and learning.
Recently, an increasing number of studies have also explored
the didactic value of accessibility modes,
especially SDH and ADI.
And as noted by Taliban Atoll in a recent study,
research has focused also here on the individual use of accessible
AVP in the Foreign Language Learning Classroom,
with studies exploring the benefits of a d in terms of writing, speaking
vocabulary, integrated language skills, as well as the develop
development of purely lingual competence.
There was no space to cite all the scholars.
Many of you are here actually.
On the other hand,
research on the didactic application of SDH is more limited.
As again noted by Taliban in 2000 2019.
In this study, she had some in the role of SDH
enhanced writing, listening and lexical creativity,
and actually
suggesting that SDH can be beneficial
in this context.
But as far as the combined
use of SDH and the idea, the didactic use of SDH
and the idea is concerned, research is actually still scarce,
and the study
carried out by Taliban at all in 2022
presents the results of the Project audio song,
which is basically an attempt to start filling gap,
and the results show learners improvement in writing and translation
skills and suggests actually a more systematic application
of accessibility modes in the context of foreign language learning.
So my study is
humbly an attempt to
be part of this experimental line of research,
and the aim is to examine the benefits of the integrated use of SDH
and the D in the English Foreign Language classroom.
So I'm going to focus now on the actual experiment,
which, as I said, it was developed within an English language course
offered at the University of Parma in the second year of a master's
degree in foreign language teaching.
The project involves 23 attending students.
Their level of English was on average ac1,
and they were asked to actively engage both individually
and collaboratively in the creation of intra lingual so only in English.
SDH and the D for audiovisual programs
and videos of different genre.
And the data that I tried to collect
were both qualitative and quantitative, using questionnaires
at different stages of the project and also
through the analysis of The Learner Diaries
written by the students throughout the semester.
So I'm going to explain the different phases of the didactic experiment,
which was carried out over a semester from September to December.
At the beginning of the course, the students were introduced to media
accessibility and to the linguistic and technical aspects of SDH and the
and then the instructor provided some guidelines for the creation
of SDH and is taking into account, for example,
as writers and Fryer's handbooks, as well as the BBC guidelines
and also the SCI style guide available on Netflix
website.
In the second phase, the students were asked to analyze,
so this was still a passive stage.
Let's say analyze the English.
SDH And the idea of different types of audiovisual
usual programs, including films and TV shows.
So these activities included
the actual analysis of clips
selected by the instructor as well as by the students.
So in the first stage I selected the clips,
but then I also asked the students to select some scenes to analyze,
and the aim was to familiarize
the students with the two accessibility modes
by having a closer look at what professionals actually do
and what strategies and conventions they tend to apply.
Then in phase
three, the students were first introduced
to the recommended software to be used during the
practical activities, namely
to solve the end camera for SDH
and I movie and Windows movie maker for IDM
and subsequently subsequently.
This is actually the core, let's say, of the experiment.
They were asked to engage in the creation of intra lingual.
SDH And they did four different videos.
The instructor proposed the six different activities,
three press three for AD,
which involved the creation either individually or collaboratively
of SDH and the idea for a short clips.
The maximum duration was around 3 minutes.
Also, another collaborative activity which was proposed at this stage
involves the creation of SDH for a film and TV
show trailers that were chosen by the students using camera.
And this was really a collaborative activity. So
concerning the activities
for the creation of SDH, The three clips
were taken from an episode of the TV show Stranger Things,
an episode of Peppa Pig and the film The Devil Wears Prada.
So to offer a wide range of genres
in the first activity, the students work autonomously in class,
and then they compared and discuss their choices with their peers
in the other two activities.
Instead, they worked collaboratively only in groups of two or three.
As I said, another collaborative activity
involves the creation of a stage four trailers chosen by the students,
and they use the mirror because it's a
crowdsourcing open source subtitling platform,
which allows this kind of collaboration.
And it's it was also interesting because in this way
the students could create something
tangible that would improve access to videos
for a greater number of people so they could really see their video
on YouTube.
So the result of their of their work.
As for ID, the three clips were taken from the film
Rocketman, the documentary My Octopus Teacher
and an episode of the TV show The Queen's Gambit.
Here they only worked in teams
of three or four students,
and so they created together the scripts
and then they had to read their scripts.
Allowed only one student for each group, though.
And then there was the discussion stage, let's say the comparing
and discussing their choices with the other groups.
So as I said, in terms of research methods,
there was a pre questionnaire in order to find out,
in order to collect data concerning students, previous
knowledge, awareness and experience of these two accessibility modes
and a post questionnaire at the end of the course, in order to
obtain data concerning especially the students opinions
and feedback regarding the activities as well as their perceptions
of their improvement in terms of language skills.
Also, learner diaries were used, so students
kept these diaries throughout the semesters.
These are basically first person accounts of a series of
learning experiences, and it's a qualitative research
method which has been recognized in the last decade or so
in the field of second language acquisition.
So 2022 students out of 23 completed the survey, the pre questionnaire,
basically sorry,
there were two questions concerning SDH and two questions concerning a D.
As far as SDH was concerned,
all the participants were familiar with SDH They knew something about it.
They knew that the include linguistic information,
that they are merely targeted at viewers with hearing impairments.
70, 70, 77% had already used.
SDH 23% had never used.
SDH Either because they were not accustomed
to using subtitles or because they watched programs
with standard subtitles in trilingual or inter lingual.
In general, students experience CS were passive
with SDH Only one student reported a past experience
which involved the active creation of SDH in a university course
in the past, and for what concerns
d 95% knew something about it.
They all emphasize the fact
that it's primarily targeted at blind and partially sighted people.
Some of them underlined that it is a kind of art
and interest in music translation, which creates a new product
82%, however, had never used a D,
why only 18% had some experience of it.
Two students, for example, had used, thanks to a university course
they had attended the previous year, while the other two had tried it.
D Out of curiosity or for practical reasons.
For example, one student said she used a d folding the laundry
while doing other activities.
Okay.
And I would like to say something about the post questionnaire.
So after carrying out all of those activities, I described
the post questionnaire was divided into two sections.
The first six questions concerned.
SDH All the questions were mainly open
in order to give the students a
freedom of expression, let's say.
So have you changed your opinion or idea of SDH
While attending this course?
Y which are, according to you, the most challenging aspects of SDH
After attending this course, we watch few visual programs with.
SDH After attending this course where you create SDH for videos,
Do you think that watching films with SDH has helped
you improve your language skills?
If so, which ones do you think that creating SDH
has helped you improve your language skills?
If so, which ones?
And the same kind of questions
were asked of redeem
with a final question concerning both modalities.
Which activities?
SDH did you enjoy the most and why?
Which one was most more challenging and why so?
Due to time constraints,
I'm going to just focus on question five, six, 11, and 12.
So basically the students are perceptions of passive.
SDH And a deep.
So they said that what you programs with.
SDH enhance their language skills, especially in terms of reading,
orthography, grammar, vocabulary and idiomatic expressions.
They also noticed that listening
skills and pronunciation could improve.
All the participants stated that watching programs with SDH help them,
especially in developing listening skills and building vocabulary.
These are some comments
which I don't have time to read, unfortunately,
in terms of active.
SDH And they they highlighted that.
SDH To help them to enrich their vocabulary,
improve their writing and listening skills, as well as to be more concise
and creative and focus on different channels while using language.
They also noticed that they were able to develop in trilingual translation
skills so sort of mediation skills.
And they pointed out that creating aid
helped them to develop further their writing and speaking skills.
Also in terms of pronunciation and prosody, as well as expand
the vocabulary and descriptive language.
They noted that they had to be very creative in their linguistic
choices, learn to be succinct and evocative at the same time.
So here they noticed also that they gained
interest semiotic skills in terms of description, really,
these are some of the comments,
but I would like to say something In the minutes I have left
in terms of Learner Diaries, which are a free form text available
on the university learning platform,
and these were presented as an optional activity
which also would not be corrected or evaluated by the teacher.
So they were encouraged to use The Learner Diaries as a free space
where they could
think and write about themselves, their feelings, their beliefs,
and also their experiences
in terms of learning, media accessibility and so on.
The interesting fact is that 86% decided to write a diary.
They use it to different degrees.
However, there was a general tendency to write more frequently
as of course progressed and this is interesting.
So throughout a semantic analysis aimed at examining
the student's thoughts and feelings about the learning experience,
some recurrent topics emerged, some comments
about the content of the course and media accessibility, accounts
of personal experiences related to accessibility,
description of difficulties and emotions in relation to learning,
comments about specific activities, especially the ones we did in class.
Reports of activities carried out independently.
So additional activities that the students
decided to carry out.
So in terms of personal experiences,
we find several accounts of this kind, for example, of students
reflecting on how her mother's partial deafness affected her approach
to media accessibility, She sad
thinking about my mom's experience and the struggles that she has.
Sometimes I appreciate even more media accessibility.
Now I enjoy watching films with. SDH
Probably the most interesting
aspect is the description of emotions also in relation to the activities.
For example, feelings of anxiety I had to do
when I had to do the first activity for this course, what I felt is
a state of anxiety, perhaps due to the fact that I'm not used to it.
But then we see also a shift in emotions and more positive
emotions that emerge while they carry out the practical activities.
For example, I feel a bit reassured now
because we were given all the tools to create an acceptable ad
which made me feel more confident and etcetera.
We can see comments about activities that we did in class,
but also activities that the
students decide to carry out independently, spontaneously.
For example, I made the script for the first season of Doctor Sleep
to see how the introduction of the villain could be described.
And I must say it was tricky.
So very quickly, because time is running out,
the basically the participants responses to the questioners
and their comments in The Learner Diaries highlighted a number
of positive aspects in the combined use of SDH and did well.
The students perceived an improvement in various language skills
as well as intra lingual evidence or semiotic translation
skills, thanks to both both passive and active.
SDH And they
and all the participants emphasized that activity is related to SDH
and they motivated and encouraged them to accept a challenge,
especially thanks to peer collaboration.
They showed definitely greater awareness and of an interest
in media accessibility, and they increased their diary
writing, showing greater confidence and also accuracy.
In in this productive skills.
Some critical issues have also emerged,
for example, of the fact that using software in and outside
the classroom can be challenging and time consuming.
In the diaries,
there are comments of this kind students also getting up sometimes.
Also, some students stated that it was particularly challenging,
especially when writing the script, since they had to start from scratch
or to start from images, not from words,
and especially when they had to deliberate orally.
However, they express positive opinions
for both type of activities and in the questionnaire,
some of them could not indicate a preference between the two activities,
although it was more challenging, actually, they didn't indicate.
SDH As more enjoyable.
So that's interesting.
So on the whole,
I think the didactic experiment can be considered successful
since all the participants gave positive feedback.
And in the questionnaire they also expressed their will
to keep practicing.
SDH And after the end of the course,
I don't know if that's true, but this is what they say.
They said
the students perceived improved in various language skills,
which also at the same time increase of their confidence and motivation
and the analysis of their learner diaries confirmed
actually a greater accuracy in terms of language use.
So although also in this case,
the project involved a small number of students,
its implications, I think are in with previous studies
and thus can be an encouragement to explore
this area further on a larger scale.
Working in teams with other colleagues.
And so this is what I hope at least.
So thank you very much for your attention.
Thank you so much.
Dr. Michael.
Basically, has anyone got any questions?
Thank you so much.
It was really, really interesting.
Yes. And it's
it's good because
it. Is working.
Okay. And
thank you for your presentation.
It was really interesting.
I would like to ask you whether you used materials
from Stranger and Stranger Things season for these. Yes.
It has been like a viral thing, commending on the quality of the
HD subtitles, and I was wondering that
if you thought of including
the original subtitles used for Netflix
to show them to your students and comparing contrast your choice.
I didn't have time to expand on this,
but actually I selected season four exactly for this reason.
And after they created this, their subtitles, we read an article
together where there was this interview to the subtitles,
and we compared their subtitles with the official ones.
Of course,
the students were shocked and amazed,
but it was very useful because they could see
what kind of creativity they were amazed, used that were amazing. Yes.
So it was very interesting for them to compare in this case,
their work with the official subtitles. Yes.
And the word selection. And they were.
Thank you. This is what I would like.
Thank you.
Thank you, Michael, for setting a basic presentation.
And I would like to, too, to
to deepen on awareness and flexibility.
And what what did they feel when they were captioning
And we start the accessibility mode.
Are you talking about emotions or other emotions?
Did you develop a kind of accessibility awareness?
Yeah.
Well, I must say that these students are already quite a
little familiar with
inclusion and accessibility in general because as I said, it's a master's
degree in foreign language teaching, but it's called
language sciences and cultural studies for special needs.
So they it's also I mean, it's foreign language
education also for special needs so that you already have an idea
of the importance of inclusion and it's what they chose to do.
So they're quite, let's say, familiar with that.
They have a certain
they are quite sensitive,
let's say in this in this sense.
And what I noticed is that sometimes they felt
a sort of a state of anxiety
because they couldn't really,
let's say, propose
the same provider, the same kind of experience
that sighted or hearing viewers have.
They had this kind of awareness
that they weren't able to provide
100% experience that could be compared to the experience.
You know,
that hearing and sighted viewers have.
So they described this state of anxiety when noticing this.
But at the same time in their diaries, I noticed really a lot of comments
about the importance of media accessibility in today's society.
So there was a lot of,
I think, awareness about that
and also in relation to their emotional states.
So I don't know if I.
Guess it is because I was thinking of an article tomorrow here,
which was about putting yourself in the shoes
of a person with diversity.
And I think it's especially important for teacher training because
at the same time that they are learning how this often
they are developing their language skills, I think that they are getting
how to break barriers for their students.
So I think it have secondary purpose.
Yeah, yeah, absolutely.
In fact, there were many comments using exactly those words.
Putting myself in the shoes of it was a
and also this metaphorical expression was used a lot times.
So yeah, I think it's a perspective that could be applied as well.
Okay. So thank you. Thank you.
Thank you for your presentation, your work on assessing intuition.
Thank you so. Much, Professor.
So some
other questions and ask questions
like no separate questions, just.
So that you are reaching.
Thank you for your presentation.
I was interested in the role of Learner Diary because
I have used it in autonomous language learning in tandem,
but I was considering, after seeing your presentation
of including in my future
research experiments,
was it like guided weather guided questions or were they free?
Where they free to comment or write?
It was a totally free form text.
No guidelines
at all, no evaluation, no feedback.
Learned diaries can also be more structured.
And if you're interested, I can give you some references on that.
But in this case I decided
to give them total freedom.
Of course they knew that in their in a diary
they could talk about the content of the course or
their learning path, the learning progress.
They knew that, but there was no structure, no previous questions.
So it was completely different from the questionnaires in this sense.
Okay, Thank you.
I just wanted to say that we did it within their educational context
that you have to consider half of offer anything better
than both modes of
accessibility and also mediation.
I reckon you were also thinking of it.
See, as our
development team
mediation I suppose, was part of your idea.
Yeah. Yeah, absolutely.
Yeah. Mediation was
also because these students,
I mean I focus only on intra lingual
mediation, so intra lingual translation
and intra semiotic also translation in the case of a D
because these students will, will teach English, but
it's also in the future, but it's also an international master's degree.
So some students are not
Italian native speakers.
So English is basically the language of communication
in this masters degree.
So I had to use this kind of
mediation, intra lingual translation
and not inter lingual, for example.
Okay, Again, we could continue talking
for another half an hour, but I don't think we've got the time.
So thank you so much.
Thank you for just interesting because for the English,
they don't like that word. I mean, terrible.
A great, great
experiment and very well put.
Thank you so much.
Thank you.
That's okay.
That was a question for me.
So, yeah,
I guess
think.
I mean, it's going to be.
It's take
up with
the the different
it's not what it's
the bargaining that
that's one of the.