A comparative analysis of a mobile app to practise oral skills : in classroom or self-directed use?

In this paper we present our findings on analyzing two different uses of a mobile application, VISP (VIdeos-for-SPeaking), designed to promote oral skills based on audio description: one use is integrated in the classroom and the other one is self-directed. Participants were divided in two groups: one group received an introduction on audio description and an explanation of how to use the app. They were also informed about what was expected from them. The other group was just asked to download the app and try it out, that is, they were supposed to direct their own learning autonomously. The results show that, regarding language practice, VISP is equally effective as a support tool in the classroom and as an independent app, used outside the classroom. However, when it comes to attitudinal issues, the group of students who used the app as part of the classroom activities were more positive towards the app than the ones who used the app in a self-directed way, who were less motivated about the app uses and benefits. This shows the effectivity and potential of mobile apps as support resources in the foreign language classroom and the need to design strategies to improve VISP towards learners’ autonomy and self regulated learning

Mobile collaborative language learning: State of the art

This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning

La audiodescripción como herramienta didáctica en el aula de lengua extranjera: un estudio piloto en el marco del proyecto TRADILEX

[Resumen] Research on didactic audiovisual translation (AVT) has delivered fruitful results in the last decade and is gaining increasing attention in academia. The term “didactic AVT” was coined by Talaván (2020) to refer to the active application of different AVT modes in the foreign language classroom. Although subtitling and dubbing are the two AVT modes that have traditionally received more attention, research on other less popular modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH) or voice-over are gaining momentum. In this paper, the results of a pilot study for an AD didactic sequence for the B1 level will be presented. This pilot study has been carried out within the TRADILEX project, a R&D+i project funded by the Spanish Ministry of Science and Innovation (2020-2023), which aims to perform quasi-experimental research to determine the degree of improvement in English as a foreign language (EFL) after the implementation of a methodological proposal that integrates different AVT modes. Using a mixed-method methodology that combines quantitative and qualitative data obtained from different data sources, the preliminary conclusions drawn bring to light that there are signs of improvement in the students’ production skills. This could confirm a possible relationship between the use of AD in the foreign language classroom.[Resumen] En la última década, la investigación en traducción audiovisual (TAV) didáctica ha arrojado resultados muy interesantes y este campo de estudio recibe cada vez más atención desde el mundo académico. El término “TAV didáctica” fue acuñado por Talaván (2020) para referirse a la aplicación de diferentes modos de TAV en el aula de lengua extranjera. Aunque el subtitulado y el doblaje son los dos modos de TAV que tradicionalmente han recibido más atención, la investigación sobre otros modos menos conocidos, como la audiodescripción (AD), el subtitulado para sordos o las voces superpuestas están cobrando cada vez más fuerza. En este artículo se presentan los resultados de un estudio piloto de una secuencia didáctica de AD para el nivel B1. Este estudio piloto se ha llevado a cabo en el marco del proyecto TRADILEX, un proyecto de I+D+i financiado por el Ministerio de Ciencia e Innovación (2020-2023), que tiene como objetivo realizar una investigación cuasi-experimental para determinar el grado de mejora en inglés como lengua extranjera tras la implementación de una propuesta metodológica que integra diferentes modalidades de TAV. Partiendo de un diseño de investigación de método mixto que combina datos cuantitativos y cualitativos obtenidos de diferentes fuentes de información, las conclusiones preliminares extraídas ponen de manifiesto que existen indicios de mejora en las habilidades de producción de los alumnos. Esto podría confirmar una posible relación entre el uso de la AD en el aula de lenguas extranjeras.TRADILEX Projet. PID2019-107362GA-I00 AEI/10.13039/501100011033. Spanish Government, Science, and Innovation Ministry / Gobierno de España, Ministerio de Ciencia e Innovación

La audiodescripción como herramienta didáctica en el aula de lengua extranjera: un estudio piloto en el marco del proyecto TRADILEX

Research on didactic audiovisual translation (AVT) has delivered fruitful results in the last decade and is gaining increasing attention in academia. The term “didactic AVT” was coined by Talaván (2020) to refer to the active application of different AVT modes in the foreign language classroom. Although subtitling and dubbing are the two AVT modes that have traditionally received more attention, research on other less popular modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH) or voice-over are gaining momentum. In this paper, the results of a pilot study for an AD didactic sequence for the B1 level will be presented. This pilot study has been carried out within the TRADILEX project, a R&D+i project funded by the Spanish Ministry of Science and Innovation (2020-2023), which aims to perform quasi-experimental research to determine the degree of improvement in English as a foreign language (EFL) after the implementation of a methodological proposal that integrates different AVT modes. Using a mixed-method methodology that combines quantitative and qualitative data obtained from different data sources, the preliminary conclusions drawn bring to light that there are signs of improvement in the students’ production skills. This could confirm a possible relationship between the use of AD in the foreign language classroom.En la última década, la investigación en traducción audiovisual (TAV) didáctica ha arrojado resultados muy interesantes y este campo de estudio recibe cada vez más atención desde el mundo académico. El término “TAV didáctica” fue acuñado por Talaván (2020) para referirse a la aplicación de diferentes modos de TAV en el aula de lengua extranjera. Aunque el subtitulado y el doblaje son los dos modos de TAV que tradicionalmente han recibido más atención, la investigación sobre otros modos menos conocidos, como la audiodescripción (AD), el subtitulado para sordos o las voces superpuestas están cobrando cada vez más fuerza. En este artículo se presentan los resultados de un estudio piloto de una secuencia didáctica de AD para el nivel B1. Este estudio piloto se ha llevado a cabo en el marco del proyecto TRADILEX, un proyecto de I+D+i financiado por el Ministerio de Ciencia e Innovación (2020-2023), que tiene como objetivo realizar una investigación cuasi-experimental para determinar el grado de mejora en inglés como lengua extranjera tras la implementación de una propuesta metodológica que integra diferentes modalidades de TAV. Partiendo de un diseño de investigación de método mixto que combina datos cuantitativos y cualitativos obtenidos de diferentes fuentes de información, las conclusiones preliminares extraídas ponen de manifiesto que existen indicios de mejora en las habilidades de producción de los alumnos. Esto podría confirmar una posible relación entre el uso de la AD en el aula de lenguas extranjeras

Free commentary to enhance writing and speaking skills in EFL teacher training

In recent years, the application of Audiovisual Translation (AVT) in Foreign Language Learning (FLL) within a communicative approach has attracted the attention of scholars and European institutions. A fast-growing body of research supports the integration of AVT in the language classroom because of its benefits as a learning task (Lertola 2019). Captioning and revoicing (written and oral language transfer procedures respectively) can enhance receptive and productive language skills. In particular, captioning and revoicing tasks allow language learners to deal with authentic multimodal material that combines both verbal and non-verbal elements in an innovative and motivating manner (Sokoli 2020). This paper discusses an exploratory study on the application of a less-studied revoicing mode – free commentary – with 18 Infant Education students of English as a Foreign Language (EFL) in a Vocational Education and Training (VET) centre in Madrid, Spain. Within their professional module “Teaching English in Infant Education”, learners have developed a free commentary task in which they had to collaboratively create the written script of a short animation and then record it individually. The task had a double objective: to foster learners’ writing and speaking skills, and to give them the opportunity to develop an infant-targeted digital storytelling activity. The didactic use of English in teacher training can be considered a form of English for Specific Purposes (ESP) since it should be tailored to the learners’ future professional needs (Masoni 2019). A number of data collection instruments were employed in the exploratory study, namely a feedback questionnaire for learners, an observation rubric for the teacher-researcher and the only-observing teacher, evaluation of learners’ written scripts through a tailored-made rubric, and an audio-recorded focus-group with learners. The findings of this study support previous research on the benefits of revoicing tasks in language learning

Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum

In recent years, China’s distance education has largely adopted a blended learning approach. However the online aspects of learning are characterized by a lack of interactivity and individualization. This could change with the advent of mobile learning. Many web 2.0 tools that allow for collaborative interactions are compatible with mobile devices, and mobile learning can engage learners by offering a rich, informal, contextualized, situated and ubiquitous learning environment. Mobile learning can also be personalized as smartphones and other devices can be customized and learning resources can be tailor-made. This is very important for Chinese distance learners who have a wide age distribution and diverse learning experiences and therefore have individual learning needs and desires. It seems an opportune moment to integrate mobile-assisted language learning (MALL) into a blended foreign language curriculum. A collaborative project between The Open University UK and the Open University of China (Nanhai) enabled exploration of how MALL could be integrated in a blended foreign language curriculum for distance learners, from a learning/instructional design perspective. Based on a literature review, knowledge of the requirements and habits of Chinese distance learners gathered via a survey, and tutor feedback from a mobile learning pilot course, we present our findings and put forward a number of design principles that can guide mobile learning designs to support transformation of distance education in China

Audio description for all : a literature review of its pedagogical values in foreign language teaching and learning

In 2003, the European Union identified access to information as a human right. Ever since, specific efforts have been made to ensure the accessibility of all kinds of products to all kinds of people. Initially, audio description (AD) was added to cultural events (theatre, opera, film, television, museums, etc.) to meet the needs of the blind and visually impaired people. In this contribution, we reflect on the status of AD as a translation mode in its own right, and also on its flexibility in, and applicability to different contexts and for different purposes. We base our arguments on the analysis of current audiovisual translation (AVT) research, mainly focused on AD studies conducted in recent years. We argue that, as a new, but legitimate translation practice, it can be very useful not only to enhance accessibility to cultural events for visually challenged people, but also for people who are cognitively challenged or for audiences of different ages, different social backgrounds, different cultures and even for those who those who study a foreign language (FL), by helping them develop their linguistic and intercultural competences in several ways

An Action-oriented Approach to Didactic Audio Description in Foreign Language Education

This paper introduces the action-oriented foundations of TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), a project funded by the Spanish Ministry of Science and Innovation which involves researchers from twelve universities across Europe and the UK. TRADILEX sets out to gather data on the improvement in the linguistic skills perceived through the use of captioning (i.e., interlingual and intralingual subtitling) and revoicing (i.e., dubbing, voice-over and audio description) through an action-oriented approach (AoA). In order to enhance learners’ communicative competence, as well as reception, production and mediation skills in an integrated manner, a methodological proposal for a didactic sequence of audiovisual translation (AVT) tasks has been developed. This methodological proposal is currently being piloted with B1 and B2 adult learners of English as a foreign language utilising – and adapting – the recent illustrative descriptors (Council of Europe 2018) for AVT instruction. This research effort sets out to better understand and evaluate the potential benefits of action-oriented AVT tasks in foreign language education (FLE). This project advocates for a wider integration of AVT in the FLE curriculum, thus fostering visual literacy and mediation skills, whilst promoting an active use of AVT practices and technologies in the classroom.Este artículo expone los principios fundamentales del enfoque orientado a la acción del proyecto TRADILEX (Traducción Audiovisual en el Aprendizaje de Lenguas Extranjeras) que financia el Ministerio de Educación, Ciencia e Innovación de España y que reúne a investigadores de doce universidades europeas y británicas. El objetivo de TRADILEX es el de reunir los datos necesarios para estudiar la mejora de las habilidades lingüísticas con el uso de subtitulado (tanto inter como intralingüístico) y doblaje (así como las voces superpuestas y la audiodescripción) con un enfoque orientado a la acción. La propuesta metodológica, compuesta de tareas de traducción audiovisual (TAV) que se presenta busca que el estudiante pueda progresar en el desarrollo de sus competencias comunicativas, así como en sus destrezas de recepción, producción y mediación lingüísticas, de una manera integrada. Dicha metodología se encuentra actualmente en fase de pilotaje con estudiantes adultos de niveles B1 y B2 de inglés como lengua extrajera y ajusta a los descriptores publicados recientemente por el Consejo de Europea (2008) a la enseñanza de la TAV. Con este artículo, se examinan las posibles ventajas de la enseñanza de la TAV desde un enfoque orientado a la acción en el marco de la enseñanza de lenguas extranjeras. El proyecto persigue, en última instancia, una mayor integración de la TAV en los programas de lenguas extranjeras para el desarrollo de destrezas de mediación y habilidades relacionadas con lo audiovisual a la vez que se promueven las tareas de TAV activas y el uso de tecnologías en el aula

New landscapes in higher education: audio description as a multilayered task in FL teaching

Today, higher education (HE) faces new challenges, such as incorporating consideration of diversity and inclusion into its operations. Such challenges, many of which are part of strategic institutional plans, offer teachers an opportunity to introduce new practices in the classroom. In this paper, we look at introducing language students to the task of audio description (AD) – that is, making visual content available to blind and visually impaired people by verbal means. We first present a framework for evaluating the learning that might derive from such an activity in the context of FL study, and then use this framework to evaluate a sequence of five tasks undertaken with Irish learners of Spanish. The tasks provided opportunities for the students to reflect on the communication needs of blind and visually impaired people and to understand how these could be addressed effectively in AD. The students practised AD in various contexts: both ‘improvised’ or ‘spontaneous’ AD as well as more carefully prepared AD, and undertaking AD in both the L1 (English) and the FL (Spanish). The pedagogic approach investigated here was inherently multidisciplinary and aimed to help learners become self-reflecting agents and mediators in their L1 and FL