Well, thank you for the introduction and
all of you for your interest in my presentation
and also for being here and sorry
for the technical problems.
Well, I'm not sure.
That I.
Know. Thank you.
Okay. Okay. Thank you.
So I'm so delighted to be here presenting my research and learning
medical English on YouTube and the YouTube TV series and subtitles.
This research is part of my doctoral thesis
on Alberta that I said is This
thesis is on teaching deaf and hard of hearing
universities students English as a foreign language
by using videos, which is these titles.
This thesis is supervised by blank guidelines
by the Institute of Customs at the University of Alberta.
And in fact, this study is also
the topic of the first article of my thesis,
which I wrote along with my supervisors again, and
which has
recently been published in the journal Fear.
Well, this study aims to offer a general overview of the YouTube
videos available for learning medical, English
and analyze those videos
which used
TV series and subtitles in our TV series.
And in order to describe how these
and these subtitles and TV series are used as a doctor, resources
and also to identify their impact and users reception.
Beginning with this.
Okay, good.
It doesn't work.
Yeah, it's.
It's working okay to carry out this study.
We use a methodology based on descriptive analysis,
and we first compiled a corpus with 31 videos
from YouTube by searching on YouTube.
The following two flow Medical English learned by sanitary English learn
a hospital, English vocabulary and their health care English vocabulary.
After selecting all of the all the videos, we selected, again,
six videos from this corpus and these videos
use TV series clips for
learning and learning English,
and they belong to three channels from our corpus.
These three channels are Learn English,
which TV series, English transmission, learn which the movie seems,
and doctor hating medical English.
The data were collected in July 2022
and classified according to the elements from these
from this table.
And for
for deciding the elements for
on the basic information about the channels and the YouTube channels.
In the video.
We also took into account
the studies carried out by us, versatile and free.
What are they more in my in Marca
afterwards
we analyze the data by applying a two face analysis.
Firstly, we examined the Corpus, We examined the corpus
in order to describe the videos
we can find earn on YouTube for learning medical English.
Considering their content and content, the structure,
the didactic resources teachers use, the objective activities
employed to improve linguistic, linguistic and communicative skills.
And those are the type of subtitles available.
And these videos and also their features.
Secondly, we studied in detail the data from the sub corpus.
I mean, the six videos I told you about
to explain how TV series clips and supplements are used
as didactic resource and identify
the users reception.
What?
After analyzing the corpus, we discover that we can
classify and all the videos into five categories.
According to the active Resources site, the first group
contains 11 videos, and these videos use
TV series and movie clips with subtitles
for teaching
medical English.
I mean, with this, I mean that
they create a lesson based on those those clips.
I will focus on these later.
And the TV series clips used are normally
medical medical
series such as, for example, The Good Doctor
or Gray's Anatomy or House.
But there are also some some some clips from Friends
or The Big Bang Theory, but they are
from the medical field.
They show a medical scenario.
Well, in the second group, there are five videos
in which they use TV series and movie clips.
But in this case, they use them just to give an example
of the content, the word in context
and also cartoon dialog simulations to help students
improve their English fluency and by providing
repetition and imitation exercises.
Again, I recall these videos
when I will be talking
about the sub corpus.
The third group contains videos in which teachers
employ the whiteboard for their explanations.
Why the video is recording, and
also, as in figures five and six,
and also videos prerecorded videos
in which the text The explanation
for the explanation is added afterwards to help students
understand the what the
the teacher is saying.
The fourth group contains four videos with dialog
simulations of different scenarios.
Some of these simulations are
created by the teachers, by the teachers,
as in figure eight, but they also include some exercises
to practice specialized vocabulary, re pronunciation, or listening.
Sometimes they include multiple choice exercises
or just question about the dialog.
They are from the simulation in order to help students
to assess their listening comprehension.
And finally, the fifth
grade contains
two to livestreaming YouTube lessons
in which the teacher
is still pictures and also online articles
to help students with the medical vocabulary
and also their comprehension reading comprehension.
After
we finished this analysis, we we observed that all these videos
mostly focus on medical vocabulary, teaching and learning.
However, some exercises help students to enhance and enhance
their reading, listening and speaking skills.
Also concerning the subtitles
of the types of subtitles of these videos, we found out
that there are three main three types automatic subtitles
which are offered by the YouTube video to
the traditional subtitles, which can be turned on and off
by the viewer, and which sometimes
are also available on a different language.
I mean, Spanish, Italian or Chinese.
And in the embedded subtitles, which those which cannot be cannot be
turned off.
Well,
I don't think I have a lot of time to explain this.
But a for example, this video contains the three types
of subtitles
When the teacher is on screen or
we've got traditional subtitles,
we've got automatic subtitles for the whole video and embedded
subtitles for the clip, the TV
series clip.
Now I'm going to talk about the subgroup analysis.
I think this is really, really interesting because it contains
also TV series clips and subtitles.
Well, as I've told you,
this corpus is comprised of 16 videos from three YouTube
channels from the corpus, But they are some kind the different.
They are different.
They are quite different regarding the content
because learning English, the channel needs two channels
in English with TV series and English transmission.
Organize their lesson
in a similar way they divide them.
The lesson in three steps the preparation step.
I i call them like that for preparation,
instruction and strengthening
in the
in the first step, students have to watch the video
once with the subtitles and with embedded subtitles.
And just to know what the clip is about.
Then in the in the instructions that
they have to watch it again with the subtitles,
but with pauses between the scenes.
I mean, whenever a word
from those, a word from the embedded subtitles is marked
with another color, it would be a pause.
And then they will explain the the word or
they will pronounce the sentence.
Or they will explain the pronunciation or any grammar.
I will.
And that information will appear
like in figure 14 a text.
It will be a text on the screen.
Okay.
And sometimes these videos include also some assessment
exercises like in figure 15.
And finally, the third step is the things strengthening.
One, we help students to
assess their listening comprehension because they have to watch again
the video, but without subtitling subtitles.
Sorry.
And that's
yeah, that is the the structure of these
these videos.
On the other hand Doctor Haiti medical English
divide
her lessons into two
two general steps.
Okay.
Preparation and instruction
though for example,
she first says the words she's going to explain
and she says the word aloud, and then the students have to
has has to pronounce it aloud after just after her.
And so in that way, she's and they are practicing
their pronunciation after
after that, a short clip is is played with subtitles.
And they can see also the
the word in a context, the word using a context.
And in the structure step, a
dialog simulation and medical dental simulation will be played
and the students have to watch the whole clip
just to know what's what is about
and to read
the dialogs.
And then it will be displayed again.
And they have to repeat because the
there are pauses after each dialog,
so they have to repeat and imitate the characters.
So again, she's they she's helping students
to practice their
fluency.
Yeah, sorry for fluency and
pronunciation in English.
Well, I would like to talk a lot about these, but I don't have
so much time
regarding the subtitles of these
of these videos,
I would like to say that normally they are verbatim verbatim subtitles.
So as you can see in figure 19, they're
the lines of the subtitles are really, really long.
So and they don't follow any segmentation or compensation
rules from Netflix guidelines, for example, or any
any subtitling manual.
And sometimes we can find a also three lines
subtitles.
The the channel English transmission
include also some linguistic features
just sometimes some sound effect.
But they don't.
They are not coherent on the format.
Okay?
Sometimes they use uppercase in brackets or lowercase.
So it depends.
The most interesting thing is that
you learn English with TV series and English translation.
Use highlighting
the word highlighting technique which help
with a vocabulary acquisition and also word recognition.
So the first channel learn English with TV series, use
the when the call it blue
for specialized words or where they want to define
and orange for words
or sentences they they want students to pronounce
and but
English transmission use orange for the specialized words and
green for the pronunciation.
The one used for pronunciation exercises
regarding Dr.
Hagan Medical English.
We can also say that
the the dialogs from them,
the dialogs from the simulations
are also written in a speech, in speech bubbles.
So it's another type of creative subtitling.
They use it.
We set the reception well.
We find out that they
the videos from
from this channel learn English with TV series
have the highest impact
and they receive more comments
than the other ones maybe.
Well in in
salary
have time so it is this just is
okay and
how we find out that they the users
really love these type of videos I mean they want those which use
TV series
clips we subtitling with creative subtitling
because they receive more comments and also more
more likes and views.
And here we've got some comments.
And because
they are professionals,
medical, medical from the medical field, also students
from the medical field, but also students who
want to learn this type of vocabulary.
So these students
think that English now is easier to learn.
And sometimes there are some of them whom
some of the comments
in which they say, like now it's a hobby,
it means they are really useful.
So you've got, for example, these comment.
You help me a ton to the way to fluency.
I am learning English to become my hobby,
but it's not a compulsory subject at school thanks to your channel.
So now I read and watch in English
and this is again from the Learn English with TV series.
So that's why we can say that
the videos which offer English activities based on embedded
and in trilingual subtitles from the TV series clips and use
creative subtitles and that word highlighting to nape
have a higher impact and receive more interaction.
Thank you very much. I'm really sorry.
I was a bit nervous because of the time
and the technical problems, but
well, I try to explain
more or less everything gives a lot of information, but.
Well,
if you have any
questions, just let me know.
Thank you very much.
Saudia Go is no need to apologize.
Okay. I am.
I am sorry because otherwise we would be here 10 minutes.
But yes, it is mandatory that by the 30 we need to finish all.
No, they will kill me directly and I won't do that.
So first of all, I can say congratulations for a very,
very solid research and and very consistent piece of research.
I understood that it is already.
Yeah, yeah. Yeah, yeah.
I just.
I was just.
I'm just seeing already validated.
I don't know if we have time for one question
and there will be time for a lot of questions in the lunchtime.
Yeah. Yeah. Remember that. No questions.
We can ask her now.
Okay. Later on if you go to my cell.
But thank you.