So I've got.
The honor to introduce me to the second,
who is also an expert to not do this prediction.
And she holds a thing comparative languages and cultures
from the University of Vienna and Region Emilia,
and is currently assistant professor of English language
and translation at the University of Parma.
Her main research interests include audio visual translation, translation,
training on foreign language teaching, and then
she has published several articles, bookshops.
There's a lot a translation didactic 80 learning autonomy,
foreign language often cited, which is really interesting
in foreign language education.
And she also has a monograph
on the translation of multilingualism.
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 audio 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 a 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 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 it
in terms of writing, speaking vocabulary,
integrated language skills, as well as the development development
of purely lingual competence.
There was no space to cite all those 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 2019.
In this study, A she had some in the role of SDH
to enhance 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 the SDH in
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 this 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 radio 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 D,
And then the instructor provided some guidelines
for the creation of SDH and the D, taking into account, for example,
as writers and priors handbooks, as well as the BBC guidelines
and also the STI 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, if you saw 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
to the instructor, proposed to 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
involve 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, collaborate actively in groups of two or three.
As I said, another collaborative activity
involved the creation of 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 learn.
The diaries were used too, 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 of 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 lingual or inter lingual.
In general, students experiences 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
80 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 the translation, which creates a new product.
82%, however, had never used a dim
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 to d out of curiosity
or for practical reasons.
For example, one student said she used it while 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 is six questions concerned.
SDH All the questions were mainly open
in order to give the students
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 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 helped 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 d 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 a D
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
that 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 through
a thematic analysis aimed at examining the students 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 sat
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 age,
which made me feel more comfort and etc.
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 scene 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 Learning Diaries highlighted
a number of positive aspects in the combined use of SDH and
all the students perceived an improvement
in various language skills, as well as intra lingual and interesting music
translation skills, thanks to both both passive and active.
SDH and Lady and all the participants emphasized that activities
related to association, 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 giving up sometimes.
Also, some students stated that it was particularly challenging,
especially when writing the script, since they had to start
from scratch each or to start from images, not from words.
And especially when they had to deliberate orally.
However, they expressed 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 dialectic 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 ment 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 though also in this case
the project involved a small number of students.
Its implications I think are in line 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 like
smoking 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 four was.
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
these original subtitles used for Netflix
to show them to your students and compare and contrast that choice.
I didn't have time to expound on this,
but actually I selected season four exactly for this reason.
And after they created 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 for setting a amazing presentation.
And I would like to to too,
to depend on awareness and security.
And what what did they feel when they were captioning?
And with that accessibility mode, are you.
Talking about emotions or.
Their emotions?
Did you develop kind of accessibility awareness?
Yeah.
Well, I must say that these students
are already quite to,
let's say, 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, proposer 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 state.
So I don't know if I.
Guess it is because I was thinking of an article on my role here,
which was about putting yourself into 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 often they are developing their language skills,
I think that they are getting messages
on how to break barriers for their students.
So I think 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
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 such an amazing contribution.
Thank you so much.
So someone with a lot of questions.
Can I ask the questions?
Those questions, I guess it's just so you registered.
Thank you for your presentation.
I was interested in the role of Learning 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.
Learner 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 there in Nigeria
they could talk about the content of the course or
their learning path or 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
within their educational context that you asked
you couldn't have offered offer anything better than both modes of
accessibility and also mediation.
I reckon you were also thinking of it.
See, as our
development scene mediation,
I suppose, was part of your idea.
Yeah, Yeah, absolutely.
Yeah. Mediation.
It 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 it,
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 master's degree.
So I had to use this kind of
mediation, intra lingual translation
and not into lingual, for example.
Okay, Again, we could continue talking for another half an hour.
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. That means terrible.
A great, great
experiment and very well put.
Thank you so much. Thank you.