Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions

This paper assesses the validity of various modes of didactic audiovisual translation (DAT) in supporting foreign language learning, with a focus on a project conducted throughout 2022 and 2023. Fifty-five participants completed a comprehensive set of tasks, including an Initial Test of Integrated S...

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Autores: Sabaté Carrové, Mariona, Couto Cantero, Pilar, Tinedo Rodríguez, Antonio Jesús
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/468880
Acceso en línea:https://doi.org/10.5209/cjes.98779
https://hdl.handle.net/10459.1/468880
http://hdl.handle.net/10459.1/468880
Access Level:acceso abierto
Palabra clave:Audiovisual translation
Didactic audiovisual translation
English language learning
English as a foreign language
Traducción audiovisual
Traducción audiovisual didáctica
Aprendizaje del inglés
Inglés como lengua extranjera
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oai_identifier_str oai:recercat.cat:10459.1/468880
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
title Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
spellingShingle Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
Sabaté Carrové, Mariona
Audiovisual translation
Didactic audiovisual translation
English language learning
English as a foreign language
Traducción audiovisual
Traducción audiovisual didáctica
Aprendizaje del inglés
Inglés como lengua extranjera
title_short Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
title_full Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
title_fullStr Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
title_full_unstemmed Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
title_sort Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptions
dc.creator.none.fl_str_mv Sabaté Carrové, Mariona
Couto Cantero, Pilar
Tinedo Rodríguez, Antonio Jesús
author Sabaté Carrové, Mariona
author_facet Sabaté Carrové, Mariona
Couto Cantero, Pilar
Tinedo Rodríguez, Antonio Jesús
author_role author
author2 Couto Cantero, Pilar
Tinedo Rodríguez, Antonio Jesús
author2_role author
author
dc.subject.none.fl_str_mv Audiovisual translation
Didactic audiovisual translation
English language learning
English as a foreign language
Traducción audiovisual
Traducción audiovisual didáctica
Aprendizaje del inglés
Inglés como lengua extranjera
topic Audiovisual translation
Didactic audiovisual translation
English language learning
English as a foreign language
Traducción audiovisual
Traducción audiovisual didáctica
Aprendizaje del inglés
Inglés como lengua extranjera
description This paper assesses the validity of various modes of didactic audiovisual translation (DAT) in supporting foreign language learning, with a focus on a project conducted throughout 2022 and 2023. Fifty-five participants completed a comprehensive set of tasks, including an Initial Test of Integrated Skills (ITIS), a Final Test of Integrated Skills (FITIS), and a series of 30 piloted lesson plans—15 for B1 and 15 for B2 levels. These lesson plans followed a task-based learning structure and were designed around five modalities: subtitling, voice-over, dubbing, audio description, and SDH, in line with the methodological framework proposed by Talaván and Lertola (2022). Our findings suggest that all DAT modes contributed comparably to the development of language skills, linguistic components, and cross-curricular competences. Notably, revoicing techniques were perceived as particularly beneficial for enhancing oral skills. Participants reported high levels of engagement with the DAT-based project and expressed strong support for its recommendation to other language learners. Although some technical challenges were noted, participants also identified secondary gains in ICT skills. The study offers promising insights into the pedagogical value of DAT methodologies for comprehensive language learning.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.5209/cjes.98779
https://hdl.handle.net/10459.1/468880
http://hdl.handle.net/10459.1/468880
url https://doi.org/10.5209/cjes.98779
https://hdl.handle.net/10459.1/468880
http://hdl.handle.net/10459.1/468880
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-107362GA-I00
Reproducció del document publicat a https://doi.org/10.5209/cjes.98779
Complutense Journal of English Studies, 2025, vol. 33, e98779, p. 1-18
dc.rights.none.fl_str_mv cc-by (c) Universidad Complutense de Madrid, 2025
Attribution 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) Universidad Complutense de Madrid, 2025
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Ediciones Complutense
publisher.none.fl_str_mv Ediciones Complutense
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Pedagogical Value of Didactic Audiovisual Translation through English Language Learners’ perceptionsSabaté Carrové, MarionaCouto Cantero, PilarTinedo Rodríguez, Antonio JesúsAudiovisual translationDidactic audiovisual translationEnglish language learningEnglish as a foreign languageTraducción audiovisualTraducción audiovisual didácticaAprendizaje del inglésInglés como lengua extranjeraThis paper assesses the validity of various modes of didactic audiovisual translation (DAT) in supporting foreign language learning, with a focus on a project conducted throughout 2022 and 2023. Fifty-five participants completed a comprehensive set of tasks, including an Initial Test of Integrated Skills (ITIS), a Final Test of Integrated Skills (FITIS), and a series of 30 piloted lesson plans—15 for B1 and 15 for B2 levels. These lesson plans followed a task-based learning structure and were designed around five modalities: subtitling, voice-over, dubbing, audio description, and SDH, in line with the methodological framework proposed by Talaván and Lertola (2022). Our findings suggest that all DAT modes contributed comparably to the development of language skills, linguistic components, and cross-curricular competences. Notably, revoicing techniques were perceived as particularly beneficial for enhancing oral skills. Participants reported high levels of engagement with the DAT-based project and expressed strong support for its recommendation to other language learners. Although some technical challenges were noted, participants also identified secondary gains in ICT skills. The study offers promising insights into the pedagogical value of DAT methodologies for comprehensive language learning.Este artículo evalúa la validez de diversos modos de traducción audiovisual didáctica (TAD) en el apoyo al aprendizaje de lenguas extranjeras, centrándose en un proyecto llevado a cabo a lo largo de 2022 y 2023. Un total de 566 participantes completaron un conjunto exhaustivo de tareas, que incluía una Prueba Inicial de Destrezas Integradas (PIDI), una Prueba Final de Destrezas Integradas (PFDI) y una serie de 30 planes de clase pilotados - 15 para nivel B1 y 15 para nivel B2. De estos, 55 participantes realizaron además un test diferido consistente en un cuestionario. Estos planes de clase siguieron una estructura de aprendizaje basado en tareas y se diseñaron en torno a cinco modalidades: subtitulación, voice-over, doblaje, audiodescripción y subtitulación para personas sordas y con discapacidad auditiva (SPSDA), de acuerdo con el marco metodológico propuesto por Talaván y Lertola (2022). Nuestros resultados sugieren que todos los modos de TAD contribuyeron de forma comparable al desarrollo de destrezas lingüísticas, componentes lingüísticos y competencias transversales. Cabe destacar que las técnicas de revoicing se percibieron como especialmente beneficiosas para la mejora de las destrezas orales. Los participantes manifestaron un alto nivel de implicación con el proyecto basado en TAD y expresaron un fuerte apoyo a su recomendación para otros estudiantes de lenguas. Aunque se señalaron algunos retos técnicos, los participantes también identificaron beneficios secundarios en el desarrollo de competencias digitales. El estudio ofrece perspectivas prometedoras sobre el valor pedagógico de las metodologías TAD para un aprendizaje de lenguas integral.This research has been funded by the R&D&i Project TRADILEX, which is affiliated with the “Universidad Nacional de Educación a Distancia” (UNED). The project was funded by the “Agencia Estatal de Conocimiento” (State Agency of Knowledge) under the code PID2019-107362GA-I00/AEI/10.13039/501100011033.Ediciones Complutense2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.5209/cjes.98779https://hdl.handle.net/10459.1/468880http://hdl.handle.net/10459.1/468880reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-107362GA-I00Reproducció del document publicat a https://doi.org/10.5209/cjes.98779Complutense Journal of English Studies, 2025, vol. 33, e98779, p. 1-18cc-by (c) Universidad Complutense de Madrid, 2025Attribution 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:recercat.cat:10459.1/4688802026-05-29T05:05:01Z
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