Well, good afternoon and welcome to this first session of the afternoon.
It will start with Fowler.
Will, who has a degree in English studies
from the University of Leicester and a masters degree
in translation of a specialized text from the same university.
She has recently submitted her doctoral thesis entitled
Analyzes of Didactic Audiovisual Translation in ESB
with a special focus on oral skills, and she is currently
waiting for her DBA.
She did a research stay at the University of Essex in 2024
R2D2 and is a member of the research groups traded on Cetus.
And the project is interesting.
Her research focuses on two main lines
audio visual translation for didactic
and English for specific specific purposes.
She works as an associate professor in linguistics
in the Department of English Studies at the University of Ferrol,
and today she will be presenting How to Sell Your Product a lesson plan
on dubbing to foster student's communicative skills.
You have 20 minutes and then we will leave 10 minutes for questions.
So I will try to stick to that, but I'm not going to promise that.
Sorry.
Thank you.
My for your wonderful presentation.
I think all of you for being here.
Good afternoon.
It's a pleasure to finally have our international conference on Didactic
Translation to present our work.
My name is Paola.
I'm here today to present a study
that took place last year at the University of Travel site.
In order to do so, I'm going to
start with a really brief introduction.
I will pass by the literature review because I've got all out this morning.
It's all the time the same.
And I'm pretty sure you're tired of hearing all the time the same things.
And later I will move to the aim or objectives
on the research questions of this press to study
the methodology that I use there.
A specific lesson plan that I'm going to be presenting here today on.
I will finish by
talking about the
findings on the data analysis
in order to read some conclusions to answer my research questions.
Let's see if I can do that. Well,
this presentation is going to focus on the use
of dubbing as an active tool
inside the classroom with the aim of observing
ESP students from full study production of skills.
Before I started, let's go back a little bit in time
and let's talk briefly about which I reveal
the history of didactic site, which can be divided into four main periods.
The first one dates back to the 1980s, where subtitling was seen
mainly as a passive tool inside the classroom.
In the 2000 subtitling for my remain
the main mode audio visual translation,
but there was little opening to the use
of subtitles on source and active to not only us.
This passive
but 2000 and tens where a new area of possibilities all of a sudden
new projects new researchers to start introducing new editing
modalities, wonderful projects like Knoepfler or Marie Tops.
Nowadays
that is in its apogee
as we know, the researchers are studying
it just as an active way, introducing all kind of modalities
in the classroom.
On our They are studying, We are studying.
I can hear myself sorry, because then
that's not just us.
Well, for general concepts like speaking, but also for really specific
concepts like, like
vocabulary of position or international pronunciation,
or even this morning I was to a genre, which is amazing.
So the possibilities are limitless right now and
but let's focus on what he had to present
day date On that dominance of the novel.
We Kaltura started to gain attention in the first period of didactic day
when DAF introduced in a class of activity where
in which the students had to translate a theater plays as it was a movie.
However, there is
still limited research of dubbing if compare
to subtitling, although it has been proof
that dubbing has numerous advantages as it is
related to traditional acting, it's beneficial for shy learners
that can appear for a status for humans.
Students can reduce it at
all the times they want.
Normally, and it improves skills in other way from real time.
So it actually has a lot of benefits.
A speaking is one of the most studied
skills within dubbing for that, and
scholars have been a focus in the research on
how dubbing come for celebration, intonation, fluency.
And there are even some scholars that even if they were studying that
speaking skills, they have found other benefits
like vocabulary association.
At the same time, despite all this, there is still an unexplored field
that has been gaining more attention in the last couple of years.
But that still needs a lot of research, in my opinion,
and that can greatly benefit from didactic CBT
due to its adaptability and the use of authentic test
that this method of ulcers, which is English for specific purposes
and research within this bill, is as class.
Also every
day more and more common.
Even so, researchers are increasingly turning
their attention to this branch of English language learning.
There is still a lot of research to be done on his work.
This presentation is going to try to focus.
So what was the aim of my study?
The aim was to demonstrate if the use of thought
has a better impact on the production of skills in the state,
a more traditional communicative approach is not only
in there, not only in there,
in the in the grades, but also in the students perception.
In order to do so, I have I started the study
with three research questions How do SB students study English?
And in particular, speaking of skills
on how motivated they felt towards learning the language.
Do activities and answers.
Students are speaking skills to a greater or lesser extent
than traditional activities?
And what are students final perception of that traditional activities?
After the lesson from. Competition
and. The methodology that I use
this was a bigger study that was implemented in the year
2021, 2022 at the University of Sarah Wilson.
It gathers the result of a structured from the participation
of 97 engineering on architecture students
attending an elective course and technical English.
The participants were divided into two groups.
A group of 50 students constitute an experimental group
and were working with a didactic CBT and a group of 47 students
that form the control group and were working with
traditional, more traditional communicative approaches.
The study that the study counted with a questionnaire or reception
and production tasks opposed questionnaire and six lesson plans.
The presentation here today is going to focus
on one of these lesson plans. And.
One of these lesson plans, the questionnaire
and the post questionnaire.
I cannot cover everything today. So
am the.
Lesson plan that I'm going to introduce here.
Today's lesson plan for this lesson plan was about
presentation and its aim was
to deliver a good presentation, acquire sequence connectors
for presentations
on at the end
foster students oral skills
in order to make their lesson plan a little bit more attractive.
The video chosen was about polar pitching, which is
a competition held annually in
in Salem, in which contestant had had 2% achieved
in 2 minutes their idea inside of a mouse hole.
So at least it was a little bit more interesting for students.
Control and experimental group had the same structure
was really similar
with really similar task,
but the main difference was within the practical task
as the control group was doing a traditional practical task,
which was a listening while the experimental group
had a doubling of activity as the control group Practical,
Tangible Listening,
I also introduced during the main activities more classes
session for the control group so they have this
equality of opportunities to enhance their skills was not.
Yes, you are listening here.
You are not on this scale.
Now. Note I introduce several speaking tasks
before in the control group to reinforce to them
this big a skill that
at the end of the lesson, both of them had a post-test proposal failing
which was undertaken with bickering with students,
had to deliver their own presentation based on
whatever they want for 2 minutes using Bokaro.
And that was a graded are a graded task of five points.
That is the one that I will use to compare groups today.
But let's talk about some data analysis.
Well, let's not focus that yet
today that that analysis I'm going to try to be as brief as possible.
I promise I'm going to present some questions of the pre
questionnaire, the ones related to speaking
activities in order to see what what was.
A. Student's motivation towards oral skills and their first perceptions
and also the first perception of all the mythology that we're going to use.
I will also compare both groups using the task, and I will finish
by talking about their perceptions in the questionnaire regarding
their motivation and anxiety levels
at the end of the of the lesson plan and how they felt.
How was calm?
How do they feel their speaking US
feel was announced after just one lesson plan in
that the research method that I use, it's a mixed methods approach
because pre questionnaire was questionnaire and the posters have
quantitative data and in down question.
I also have some open questions that complement
my qualitative data.
Okay.
The question the big question I am, as I told you, was to ask
students about their insight.
Your motivation are towards the speaking.
It was divided in six dimensions plus a general information.
Was the general information basically that I gather basically it a lot.
Tell me as the lecturer, what were my students?
What is what type of students do I have?
The majority of them were male student with only 25%
of the male students in the control group and 4%
of female students in experimental group.
Let's remember that this is engineering and architecture.
The majority of them were Spanish students.
I only had two Chinese students in the experimental
group, one Turkish student in the control group.
They were in the survey for years.
They were from a variety of degrees, from mechanical engineering,
industrial engineering, architecture.
So there was not a clear line here
regarding their perception toward their English.
Most of them said that they have been learning English
for more than ten years.
Experimental group of students told
that their general level of English was ab1 at the beginning
on the control group thought that they had a visual level.
When asked about oral production of skills,
both groups told me that they had an intermediate level at the beginning
of the course, which is understandable as they always feel that they have
the necessary tools to to communicate in English.
But they feared that speaking part, the first dimension attempt to assess
the usefulness of English in general production or oral skills
in particular experimental
and control group of students felt that writing skills writing
skills were the most important skills in their studies on future surveys.
But oral skills were the fundamental ones for their studies
on future theory, meaning that they know that they really need
oral skills, political careers.
But they have the perception of only being a study in
great writing and read.
And so once again, they don't have the tools
for enhancing their speaking skills.
A in dimension tube
that concentrates on the level of anxiety of the students
and how confident they feel when they have to face to speaking activity.
It was surprising because all of them felt that a majority of them
felt that the speaking was pleasant and enjoyable.
They seemed to react in both groups traditional activities.
They wanted something new.
Students wanted to understand and be understood in English.
But at the end, with the last item, they were aware of their weaknesses,
and the great majority of them say that they feel uncomfortable when
that they are not good, sorry that they are not good at
speaking activities, so they here we can see that they are willing
to speak in English, but they know that they have some weaknesses
and in dimension.
Three Anxiety reveals a students confidence to speak in front of others
and how they feel when they had to communicate in English.
And once again,
the results show the willingness to learn English
but low self esteem
in Dimension four and five deal with listening
on a speaker in this presentation or to focus on a speaking time
only reflect going to discuss speaking
When asked about the time
students are practice practicing speaking
they they felt that they do not that they do not spend enough time
practicing it in and outside the classroom.
As far as the materials students use to improve in both groups,
they mark sought jokes and discussion with classmates.
So traditional activities and when asked about the time
they spend practicing oral skills, they say ones for which I'd said
so Once again, traditional activities really are not developing.
There are a lot of skills and that's
a final in Dimension six methodology
here.
In both groups, they say they use Abbey materials in the classroom
at least once, twice or three times per week,
which was surprising with previous answers.
18 of 18 students in this fundamental group say
that they never use them, which is a cause of concern.
More than half of the students know the main types of baby modalities,
but are 28% In the study.
Mental group say that they did not know what subtype what was.
Once again, it was a little bit scary
to know that because they were going to be using surveillance
through the lesson that the control group of students
are telling me that the benefits of that
the benefit are that the speaking was not one of the benefits of loving,
which probably indicates that they understand
being as a final product, not the process that it has.
And a small percentage of the students
in the control group
say that they have done an activity of in activity
in the class in class sorry non experimental group have other don't
they don't even know some of them what was subtitling
and that. So.
After this
and after saying that they students are well into speaking
to improve their speaking skills and they want to try new things.
Then I move to the lesson plan.
I introduce the lesson plan and here is what I find with the task.
The results are the results whether I performing in the test.
Sorry, the test concludes
that the null hypothesis that there is no difference,
that there is difference between control and experimental group
that is no different.
So they maintain meaning that the marks at
the end did not show a significant difference.
However, however, if we take a closer look at the table,
we can see that exactly there are no big differences.
But in both groups that the final marks were good.
All of them had more than two and a half points
with a lot of experimental group of students
having three and a half points upwards.
So actually the results were pretty good
for just one lesson plan.
Finally, talking about the questionnaire
that was questionnaire follow exactly the same,
the same as structure.
However, this time experimental group had two extra
two extra
dimension subtitling and dubbing.
When asked them about the usefulness, I ask it,
Have you noticed any change in your speaking, especially in English?
After completing the lesson plan?
In both groups they see a big difference.
So big difference was the most frequent answer
when asked about the dubbing.
When asked about dubbing, just experimental group.
Obviously they say that the speaking was the most develop a skill
which is something respected
but good to have doubts about.
And when asked about lesson plan for
both groups say that the instructions were clear
so they understood their lesson plan.
So it was well constructed or built
in both groups.
They say that the speaking is the skill that improved the most,
but it was a higher percentage in the Sperimentale group.
In the Sperimentale group, it was 78% of students
who marked the speaking as the most improved skill
against 58% in the control group
at the biggest different among groups was the time
for completing the task, as both of them are most frequent.
Answer was between one and 2 hours, which is the allotted time
that they have.
But in this fundamental group, the second most frequent answer was
between 2 hours and 3 hours.
While in the control group was between 30 minutes and one hour.
So experimental group of students
felt that they had spent more time with them
with a recipient.
That's when ask or open answer questions
about their experience with the lesson plans in the Spirit
mental group, they say that they find some difficulty of the video,
which is probably related with the dubbing in activity.
But in a more positive note, they say that the Speaking of Skills
announcement was great and that they enjoyed
the activities, which actually was one of the main objectives.
And the control group say that they interest that the topic
was interesting and that it was the creative part was useful.
However, in a more negative note, they also say that
some of the that some of the activities
were not enjoyable and they were doing traditional part.
So it's a 5050 here.
Finally, in preferences, both groups consider
having work as lively more, but it was actually experimental group.
The ones that had the higher perception of more work,
experimental group of students and repeat experience.
But control group students decide that they do not want to try something
new when ask
experimental group of students why they want traditional activities.
The ones that say no to rapid disappearance.
They say that not activities are more natural and less time consuming.
And when I ask the control group of students why they wanted to try it,
a new methodology.
They say that they wanted to try dubbing activities.
And some students also proposed to blend both mythologies
and do dubbing activities
and subtitling activities combined with a lot of class discussion.
They at the end, what they wanted
was a class discussion and a speaking a skills announcement.
So basically what I've been trying to do here, it's
answer to the three research questions with a question
I answer to the first research questions a students.
And. Students feel anxious
when they have to speak in a ET to speak in English.
They are really motivated
to was learning the language, but they felt that tradition
activities are not given them at the end of resources
with the
with the vocal activity.
I tried to answer research
question too, and basically here was not enough out away as
there is no differences among groups with just one lesson plan.
But the results were positive, highly positive because
experimental group are great,
where pretty good.
So is not so. But
finally, the question
with the question I tried to answer to research question
free with the result of basically proving that a student once,
once they try the methodology, they want to repeat it on
after use in lobbying activities.
They perceive that there are skills improvement.
That improvement has been kept
so what's next?
Well, first of all, and just to finish, I promise, am
we have to take into consideration that this presentation
and this study was just from one lesson plan.
So so it had to reduce time in the future.
I want to continue our research and
more lesson plans together,
and I want to
in the future, I want to introduce this
methodology, but in a longer period of time,
not just one semester, but over time, a
That's what the main reason for this
is that that in space is still an unexplored field.
So it has.
A. Possibilities limitless.
So we really need to keep focusing on ESP
because it works.
What can we expect?
We can enhance reading skills, use of English listening skills on.
Obviously we can also improve oral skills
and not just with double or subtitling,
but also with the introduction of all other additive modalities
because it's been proven that it's helpful for this
for a skills advancement,
but it's also helpful for reducing the students and society
and it also improves all highers their motivation
towards learning the language, which is actually one of the primary
multiple.
So VSP and one thing that we really need to announce
thank you very much for your attention.
I'm sorry for the extra time
you have any question. I will be.
Let's sponsor. You.
And thank.
You, Paula, for your interest in presentation.
I would love to watch our video.
Know more about your activity.
Yeah,
we don't have much time, but we can make you make a quick question.
If you have any.
Alejandro
just spoke
about milk solids, which I would try
to make sense of the students enjoying the lesson plan
and trying to manage information.
But my question is, did you take any of the feedback
you like to improve lessons about that?
You mentioned that dancing gets very
challenging.
The fact that the hours 2 to 3 hours,
which is considerably more than perhaps we expected.
And so I was wondering if you make any changes to deciding
what did you do with that feedback
here?
Two responses I haven't yet.
Something for the near future, I hope.
Now about their perception of time
and the great minority
thought that they spend a lot allotted time,
which was one and 2 hours then were more here.
I introduced like really briefly the plus questioner,
but there were all their questions on.
I'm not sure to what extent
they spend that much time
or it was basically reluctant
to say of autonomous work.
So because in that call in the control group,
they only had that listening.
And a lot of listening with a Google phone
that was about to take them 30 minutes.
And a lot of them say one hour, 2 hours.
So I'm not sure how much time do they really spend.
All that time. Exactly.
It was like, yeah, sorry.
Yeah, it was autonomous work. So
I'm not completely sure
if they were just complaining because they don't.
Want to do.
Extra work or if it was really a perception
because for instance, this was mistake on a study.
The previous year.
In my first study, in a couple of lesson plans,
I noticed that it was real with qualitative,
with open answer questions.
I noticed that it was real and that the couple of our lesson
plans were not well plan
and some changes were made.
But this time I'm not completely sure.
I mean, actually it's my first question, which is about the touched
on motivation and engagement, which is what completely bombarding
which students need to be engaged about engagement.
But many educators have special engagement
expectations, a very difficult
time to basically departments.
So I was thinking that you did this in a more exciting
experimental environment, do it in a custom
based to that me, my experimentation.
If you use if you use evaluation measures,
but you observe observation, observation, at least
even if it's quite simple, but at least
it gives you level vacation, whether they're are being engaged or not.
So I have all of that collected
ready for our future paper promise
that at the end I have so much data that I have to this idea.
I have observation
as is that measuring motivation and engagement is really difficult
because even with observation, because a student can tell you, Oh,
I, I'm enjoying this lesson plans for maths and at the end
he only wants you to pass to put up good great on him.
So it was difficult.
And at the end you have to
force yourself a
little bit towards your perception, a little bit how you are set up,
what are the response at the end
and a couple of months ago I was in our Congress
and we were talking about this about how to measure motivation.
And the answer was. Certainly.
Try as yourself.
Okay, yeah,
not really helpful, but at the end right now, it's what you have to do.
It begins with observation or open of questions.
I'm trying.
To see if the results are as.
Good as you are saying.
Maybe you're welcome.
Well, thank you very much.