Title
Creative dubbing as an innovative tool in the primary EFL classroom. Pre-service teachers’ perspectives
Conference name
1st International conference on didactic audiovisual translation and media accessibility
City
Country
Spain
Modalities
Date
22/03/2023-24/03/2023
Abstract
This article considers the use of Audiovisual Translation (AVT) as a didactic tool in the EFL primary classroom. From previous research on the different AVT modalities, Creative Dubbing (CD) was considered by the authors to be the most adequate for students at this level. Therefore, this study focuses on the perception that primary pre-service teachers have on this AVT mode. To this end, a mixed method approach was adopted and data was collected from university
participants (N=94) enrolled in the third year Undergraduate Programme in Primary Education at the University of A Coruña (Spain). A quasi-experiment was conducted to determine the applicability of the creative AVT approach in the classroom, which was followed by a questionnaire to obtain the participants´ perceptions of the use of CD in their future teaching practices. This approach with primary pre-service teachers shed some light on the suitability of this AVT modality with young learners.
Preliminary findings show that CD is considered to be a very effective tool in the EFL classroom. Not only because it contributes to the general improvement of the students´ communicative skills in English, but also because it enhances motivation and creativity. In the discussion section, the authors concluded that the use of CD in the classroom should be considered by EFL teachers seeking to enhance their students´ motivation, as well as their creative and communicative skills. Nevertheless, participants observed some areas of improvement which will be acknowledged for further research in this paper.
participants (N=94) enrolled in the third year Undergraduate Programme in Primary Education at the University of A Coruña (Spain). A quasi-experiment was conducted to determine the applicability of the creative AVT approach in the classroom, which was followed by a questionnaire to obtain the participants´ perceptions of the use of CD in their future teaching practices. This approach with primary pre-service teachers shed some light on the suitability of this AVT modality with young learners.
Preliminary findings show that CD is considered to be a very effective tool in the EFL classroom. Not only because it contributes to the general improvement of the students´ communicative skills in English, but also because it enhances motivation and creativity. In the discussion section, the authors concluded that the use of CD in the classroom should be considered by EFL teachers seeking to enhance their students´ motivation, as well as their creative and communicative skills. Nevertheless, participants observed some areas of improvement which will be acknowledged for further research in this paper.