ISSN: 1579-9794
Hikma 23(1) (2024), 205 - 231
Didactic Audiovisual Translation in Online Contexts: A
Pilot Study
Traducción audiovisual didáctica en contextos en línea: un
estudio piloto
NOA TALAVÁN ZANÓN
ntalavan@flog.uned.es
Universidad Nacional de Educación a Distancia, UNED
P
ILAR RODRÍGUEZ-ARANCÓN
prodriguez@flog.uned.es
Universidad Nacional de Educación a Distancia, UNED
Fecha de recepción: 30/03/2023
Fecha de aceptación: 22/05/2023
Abstract: The didactic applications of Audiovisual Translation (AVT) to
Foreign Language Learning refer to the use of AVT modes (subtitling,
dubbing, etc.) as didactic resources. It is a line of enquiry that has been
receiving increasing attention in recent years, from researchers and
practitioners alike. The TRADILEX Project has aimed to reinforcing this area
of study by designing and testing a methodological proposal where various
AVT modes (subtitling, voice-over, dubbing, and the media accessibility
modes of audio description and subtitles for deaf and hard of hearing people)
have been applied to enhance integrated skills in English as a foreign
language. This article will offer an account of the whole online piloting process
undertaken within TRADILEX. It will show how the methodological design, the
lesson plans, and the instruments were confirmed as functional, reliable, and
effective for integrated skills enhancement, before undertaking the pre-
experimental long-term study that lays at the core of the project.
Keywords: Didactic audiovisual translation, English as a foreign language,
Integrated skills enhancement, Mediation, Pilot study
Resumen: La aplicación didáctica de la traducción audiovisual (TAV) en el
aprendizaje de lenguas extranjeras se entiende como el uso de las
modalidades de TAV (subtitulación, doblaje, etc.) como recursos didácticos.
En los últimos años, este campo de investigación ha atraído cada vez más
atención tanto en el ámbito académico como en el educativo. El Proyecto
TRADILEX se planteó como objetivo reforzar esta línea de investigación a
través del diseño y la evaluación de una propuesta metodológica que hiciera
206 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
Hikma 23(1) (2024), 205 - 230
uso de diversas modalidades de TAV (subtitulación, voces-superpuestas,
doblaje, audiodescripción y subtítulos para personas con discapacidad
auditiva) para desarrollar destrezas integradas en una lengua extranjera. Este
artículo se centra en describir en su conjunto el estudio piloto en línea que se
llevó a cabo en el Proyecto TRADILEX; en él, quedó demostrada la
funcionalidad y la efectividad tanto de la propuesta metodológica, como de
los planes de clase y los instrumentos utilizados, como paso previo necesario
para llevar a cabo el estudio pre-experimental longitudinal posterior.
Palabras clave: Traducción audiovisual didáctica, Inglés como lengua
extranjera, Desarrollo de destrezas integradas, Mediación, Estudio piloto
I
NTRODUCTION
Didactic Audiovisual Translation (henceforth, DAT) is a relatively new
area of enquiry that can be said to share alliances with two major scientific
fields within Humanities: Applied Linguistics (as far as language learning is
concerned) and Translation Studies (provided that AVT is applied to education
in DAT). It refers to the use of AVT modes, such as subtitling or dubbing, as
didactic resources in language education (henceforth, LE). In other words, it
relies on the pedagogical design and application of language tasks where
learners have to subtitle, dub, audio describe, etc., a pre-selected clip by
themselves (using the technology available).
Research in this field has mainly focused on small-scale short-term
teaching innovation studies, and so the TRADILEX Project (based at the
Universidad Nacional de Educación a Distancia, UNED) was created with the
aim of achieving a wider scope, both in terms of pedagogical design and
empirical application.
This article will present the results of the complete pilot study carried
out within TRADILEX, where a refined methodological proposal for the
application of DAT to B1 and B2 English language learners was evaluated.
Once the proposal and the data-gathering instruments (tests of integrated
skills, questionnaires, and semi-structured interviews) were pre-tested by a
group of research experts in the field, the various didactic sequences
contained in the methodological design were piloted with small groups of
students over a period of one and a half months each. The pilot tests started
with a pre-pilot trial that applied a sequence of six didactic voice-over tasks to
a total number of 31 subjects. After gathering preliminary results and making
the necessary changes to the design and the instruments, the remaining DAT
sequences for B1 and B2 (on subtitling, dubbing, audio description, and
subtitles for deaf and hard of hearing people) were piloted with different
Noa Talaván and Pilar Rodríguez-Arancón 207
Hikma 23(1) (2024), 205 - 231
groups of learners. The main research questions that will be answered after
analysing the results of this pilot study are the following:
1. Do DAT sequences based on a single AVT mode contribute to the
enhancement of integrated skills in adult intermediate students of
English as a foreign language?
2. Do language students find DAT tasks motivating and efficient?
3. Are there any changes necessary in terms of the design of the
pre-experiment as a whole?
1. L
ITERATURE REVIEW
DAT needs to be understood as the pedagogical use of AVT modes
(such as dubbing or subtitling) in LE. This discipline can be said to date back
to the 1980s when a series of scholars and practitioners started to explore the
benefits of using subtitles as support in LE (Holobow et al., 1984; Price, 1983;
Vanderplank, 1988). This started to gradually attract attention, and the positive
impact of this practice and its assessment has resulted in an ever-growing
research field that continues today (Baltova, 1999; Bolaños-García-
Escribano, 2017; Caimi, 2006; Caruana, 2021; Danan, 2004; Frumuselu et al.,
2015; Ghia, 2012; González-Vera, 2019; Pujadas & Muñoz, 2020; Teng,
2022; Vanderplank, 2016, to name just a few).
At the beginning of the 21st century, departing from the use of subtitles
as a support, a related practice emerged, introducing the active side of
subtitles as a didactic resource, that is, the application of subtitling as an
activity, where students carried out the task of creating their own subtitles. The
interest was primarily focused on this AVT mode, and it continues today
(Borghetti, 2011; Incalcaterra McLoughlin, 2009; Lertola, 2019; Talaván et al.,
2016; Torralba Miralles, 2028). However, this soon gave way to the use of
other didactic AVT modes, such as dubbing (Ávila-Cabrera, 2022; Chiu, 2012;
Danan, 2010; Jao et al., 2022; Jüngst, 2013; Pamungkas et al., 2019;
Sánchez-Requena, 2016), audio description (Calduch & Talaván, 2017;
Ibáñez Moreno et al., 2016; Ibáñez Moreno & Vermeulen, 2013; Navarrete,
2020; Talaván & Lertola, 2016) and, to a lesser extent, other AVT modes,
such as subtitling for deaf and hard of hearing people or SDH (Bolaños-
García-Escribano & Ogea-Pozo, 2023; Couto-Cantero et al., 2023; Talaván,
2019; Tinedo-Rodríguez & Frumuselu, 2023), voice-over (Talaván, 2021;
Talaván & Rodríguez-Arancón, 2018), or free commentary (Baños et al.,
2021; Lertola, 2021).
DAT has been known for many years under different titles, such as the
didactic applications of AVT, the pedagogical use of AVT modes, the use of
AVT in foreign language education, and related paraphrasing strategies. The
increasing use of DAT in education and its ever-growing research field, where
208 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
Hikma 23(1) (2024), 205 - 230
various DAT modes have also been applied to English for Specific Purposes
(Ávila-Cabrera, 2022; Fuentes-Luque & Campbell, 2020; González-Vera,
2022), or even primary and secondary LE contexts via Content Integrated
Language Learning or CLIL (Fernández-Costales, 2017, 2021), recently led
to the search for a more specific term that could define the discipline in all its
forms: didactic AVT or DAT (Talaván, 2020) was introduced a few years ago
and every AVT mode used in this area has been labelled in similar terms:
didactic subtitling, didactic dubbing, didactic AD, didactic SDH, etc.
The major boosters of DAT, which have made a definite impact on its
evolution, have been the national and international research projects that have
been devoted to the search for suitable methodological frameworks and
technological resources to make the most of the application of AVT modes as
didactic resources in LE.
The first one was the LeviS (Learning via Subtitling), a European
Project (Socrates – Lingua II Funding) that took place between 2006 and 2008
(Sokoli, 2006-2008) and developed a subtitling simulator called LvS (Learning
via Subtitling). This tool was intended to be used by language teachers to
create activities based on what we know today as didactic subtitling, and by
LE learners to undertake these activities with a methodological basis and
specific guidelines (Sokoli et al., 2011).
The follow-up to LeviS was another European project (Lifelong Learning
Program this time, Key Activity 2 Languages) called ClipFlair (Foreign
Language Learning through Interactive Captioning and Revoicing of Clips),
that lasted from 2011 to 2014 (Zabalbeascoa & Sokoli, 2011-2014) and set
out to define a conceptual framework that could start establishing the
methodological bases of the discipline (Zabalbeascoa et al., 2012), as well as
build a new, more complete and stable software and online platform for
teachers and students interested in using AVT modes (both in terms of
captioning and revoicing) as didactic resources. ClipFlair was a great boost
for DAT and its platform had more than one thousand users who provided very
relevant feedback that positively impacted further research on the discipline
(Sokoli & Zabalbeascoa, 2019; Sokoli, 2015).
Although there was another European project related to DAT (Babelium
Project, Lifelong Learning Program, 2011-2014) that designed a collaborative
platform with more than 250 videos available in English, German, Spanish,
and French and was tried and tested with a good number of students, its
impact was not comparable to that of ClipFlair, possibly due to the fact that
the researchers involved were mainly Information Technology (IT) experts
(Pereira Varela, 2014). Nonetheless, the IT effort was enormous, and the
Noa Talaván and Pilar Rodríguez-Arancón 209
Hikma 23(1) (2024), 205 - 231
number of students who tried out the DAT activities was sufficiently large
(more than 500), as detailed in Babelium’s final report.
Finally, there are two more recent projects, sponsored by the Spanish
Ministry of Science and Innovation, which must be mentioned: PluriTAV and
TRADILEX. The former (which stands for Audiovisual Translation as a Tool
for the Development of Multilingual Competence in the Classroom) took place
from 2017 to 2019 and was devoted to the design of didactic sequences based
on the use of various DAT modes (Martínez-Sierra, 2017-2019), aimed at
perfecting mother tongue skills and developing multilingual abilities (Baños et
al., 2021; Martínez-Sierra, 2021). All the aforementioned sequences (on
subtitling, dubbing, free commentary and AD) are available online.
TRADILEX (which stands for Audiovisual Translation as a Didactic
Resource in Foreign Language Education), on the other hand, is the last
project to be mentioned and the one that lies at the basis of this publication. It
started in 2020 and finished in 2023, and set out to assess the validity of DAT
as a discipline for integrated skills enhancement (Talaván, 2020-2023). After
designing a robust methodological foundation (Talaván & Lertola, 2022), and
a series of thorough data-gathering tools (see Couto-Cantero et al., 2021 as
an example) to be used to assess the implementation of the didactic
sequences included in the methodological design, the pilot phase of the
project took place. Although TRADILEX then went on to implement the main
long-term experiment, to focus on teacher training and to design a DAT web
platform, the piloting phase threw very relevant results in terms of the various
DAT modes, some of which are also available (Plaza-Lara & Fernández-
Costales, 2022; Plaza-Lara & Gonzalo Llera, 2022; Tinedo-Rodríguez &
Frumuselu, 2023). This paper will present the complete piloting process and
the data-gathered from the whole experience in terms of the total number of
107 students involved in all the DAT piloting sequences.
2. M
ETHODS
The TRADILEX Project has been developed with the main goals of
consolidating the innovative line of research of DAT by highlighting the
benefits of the combined use of technology, audiovisual media, and mediation
so as to enhance students’ second language (L2) integrated skills, especially
their communicative competence (Talaván & Lertola, 2022).
This use of audiovisual materials in L2 teaching and learning, with the
double acoustic and visual input, aids understanding and makes the
interpretation of the meaning of a dialogue and a context less challenging than
is the case with traditional learning via one channel with exclusively written or
aural input. However, it is essential to design the activities in order to
adequately achieve the goals intended. Simple student exposure to the
210 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
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enriched input is not sufficient, and a carefully and expertly planned framework
must support the learning process. The idea behind this paper is to explain
how such a framework can be piloted to ensure that all the didactic (as well
as data-gathering) tools and procedures work correctly, and how those
aspects may be backed up by the results obtained to help perform a
subsequent long-term pre-experiment on the complete methodological
proposal adequately.
In this project, the methodology is robust and, in order to explain all its
aspects accurately, this section will be divided into two parts: a first one which
will address the didactic details of the project and a second which will present
information about the pre-piloting and piloting stages that the didactic contents
have undergone to solve any potential challenges or problems.
2.1. Didactic sequence
The didactic sequence for the project starts with an Initial Integrated
Skills Test (ITIS) that aims to assess the L2 level of the participants before
they start to work on the DAT tasks. ITIS is a comprehensive test, with
listening and written reception, oral and written production activities, all of
them connected through mediation. It contains closed questions for which the
students obtain automatic assessment (in both listening and writing reception
tests), as well as open items; the latter are marked by researchers (in both
speaking and writing production tests) to offer full feedback to the participants.
A series of rubrics were designed specifically for the assessment purpose of
those open tasks and are shown in Tables 1 and 2.
SPEAKING
Poor
(0-5%)
Adequate
(6-10%)
Good
(11-15%)
Excellent
(16-20%)
Pronunciation and
intonation
Range of
vocabulary
Grammar
Fluency
General
coherence
Table 1. Rubric for speaking tasks
Source. Elaborated by the TRADILEX Project
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WRITING
Poor
(0-5%)
Adequate
(6-10%)
Good
(11-15%)
Excellent
(16-20%)
Spelling
Grammatical
precision
Punctuation
Word usage
Text composition,
coherence, and
cohesion
Table 2. Rubric for writing tasks
Source. Elaborated by the TRADILEX Project
Moving on to the Lesson Plans (LPs), which represent the core of the
project, the methodology has been articulated around a scaffolded didactic
sequence involving five different AVT modes (subtitling, voice-over, dubbing,
audio description, and subtitling for deaf and hard of hearing people). It
contains a total of 60 complete LPs, six per AVT mode, 30 for B1 and 30 for
B2 level students. Each LP takes approximately one hour per week to
complete and is designed for online self-study. Their structure always follows
the steps illustrated in Table 3.
PHASE
DESCRIPTION
OBJECTIVE
Warm-up (10 minutes)
Anticipating video content,
characters, and events,
presenting new vocabulary,
structures, or cultural
information.
To gather the necessary
background knowledge to
face the video viewing and
the didactic AVT phases.
Reception and/or production
task (reading, writing, listening,
speaking, and/or mediation).
Video viewing (5/10 minutes)
The video extract is watched
at least twice, with or without
subtitles, and accompanied
by related tasks.
To understand the
messages to be translated
and to get familiar with the
key linguistic content.
Reception and mediation task
(listening, reading, and
mediation).
Didactic AVT (30 minutes)
Students work on the AVT of
the one-minute clip extracted
from the video, making use of
the recommended software
in each case.
To work on AV mediation
skills and strategies and to
develop lexical,
grammatical, and
intercultural competence.
Reception, production, and
mediation task (listening,
writing and/or speaking, and
mediation).
Post AVT task (15 minutes)
212 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
Hikma 23(1) (2024), 205 - 230
Production and/or reception
task
(writing, speaking,
reading, listening, and/or
mediation).
Related production (and/or
reception) tasks to practise
elements present in the
video.
To make the most of the
linguistic and cultural
content of the video and to
complement the previous
mediation practice.
Table 3. Structure of Lesson Plans
Source. Talaván & Lertola, 2022
After the selected sequence of LPs is finished, a second test is
conducted, in this case the Final Integrated Skills Test (FITIS), which follows
the same design as ITIS and is marked using the same rubrics shown in
Tables 1 and 2.
There are several possibilities for implementation of the LPs: a full
sequence of 30, six per AVT mode, following the order mentioned earlier; a
shorter one of six LPs of just one AVT mode; and a longer sequence of 15
LPs of a combination of AVT modes, three LPs of each type. The piloting of
the LPs was done using short sequences of each of the AVT modes for both
levels of proficiency, and then the longitudinal pre-experiment took place using
the long sequences for B1 and B2.
The LPs are scaffolded per AVT mode, by the level of difficulty, and
cognitive and creative demand on the participants. In the LP1 the students are
offered an introduction to the DAT mode in technical terms, then the support
provided is lowered, and becomes nearly non-existent by the LP6. The
activities go from filling gaps with missing words in the transcription of what
learners hear in the video, to creating their own dialogue to fulfil a specific
function in a specific context, even allowing for some inclusion of humour. The
students play a constantly active role in making use of their critical thinking
skills.
The videos used were meticulously selected considering the L2 levels
of B1 or B2 according to the Common European Framework of Reference for
Languages (CEFR) (Council of Europe, 2018), as were the tasks associated
with them. Although the chosen clips are two-minutes long, the students only
perform the AVT tasks of a 60-second section. The videos are not adapted or
created for teaching. Therefore, the audiovisual input exploited in all the LPs
is from an authentic primary source. They have been chosen for their content,
which highlights issues of gender bias, violence against women, awareness
of people with disabilities, etc. and can be considered to teach civil and moral
values. The selection has followed Talaván (2013), who explained that the
videos selected for L2 teaching should ideally be between one and three
minutes long and their narrative preferably self-contained. That means that no
additional information should be required to understand its contents.
Noa Talaván and Pilar Rodríguez-Arancón 213
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In TRADILEX the selection has taken one more step to incorporate
elements that may help reduce the affective filter of the students. According
to Krashen (1988), if this lowering of the affective filter is achieved, L2 learning
will be enhanced. That is because when good choices in materials and design
are made, the effect on the self-confidence and motivation of the students is
increased and their level of anxiety lowers. Thus, all three variables related to
the affective filter are influenced. The students feel so interested in
understanding the message, that they forget that it is all part of an L2 didactic
sequence. Thus, they acquire the L2 unconsciously, without reviewing lists of
verbs or grammar rules, and both incidentally and intentionally; that is, they
are incidentally acquiring knowledge through a passive intake of the input
while simultaneously learning intentionally by making an active effort to create
their own product by re-working the contents of the video.
All the LPs can also be used outside the existing Moodle platform as
they have complete keys for assessment in the form of right answers for
multiple choice questions, or sample answers for open questions (all LPs are
now available for self-learning in the online free platform
https://www.tradilex.es/). Therefore, they are also useful for independent self-
study. However, in all the piloting studies carried out, the researchers marked
the AVT tasks that the students had completed using an ad-hoc rubric for the
corresponding AVT mode. An example for one of the rubrics can be observed
in Table 4, in this case the one used for assessing dubbing activities.
Dubbing
Poor
(0-5%)
Adequate
(6-10%)
Good
(11-15%)
Excellent
(16-20%)
Linguistic accuracy
(pronunciation and
intonation)
Lip synchrony
Fluency and speed of
speech (naturalness)
Technical quality
Dramatization
Table 4. Rubric for dubbing tasks
Source. Elaborated by the TRADILEX Project
The learning outcomes expected after the students work on the didactic
sequences for their particular L2 level are not only to develop audiovisual
reception and production skills but also to improve their mediation
competence as they have been performing tasks in which they had to transfer
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a message to a receiver who could not access the original for linguistic,
cultural or accessibility reasons. Therefore, the students become mediators
by rephrasing a text orally or in writing in order to convey its meaning, which
is in line with the definition of mediation included in the CEFR (Council of
Europe, 2018). These creative tasks in turn support the development of
intercultural competence and are performed through technological resources,
thus enhancing those transferable skills, in a context that the students find
motivating.
2.2. Piloting process
To guarantee the quality of the final DAT sequences and ensure that
they served the purpose for which they were created, every part of the
sequence had to be piloted. This stage is necessary to avoid any problems at
a large-scale implementation phase (Malmqvist et al., 2019) as it can reveal
the weaknesses and strengths of the contents and the data-gathering tools
and assist the researchers in making any number of suitable adjustments
accordingly.
All the steps of the didactic sequence were pre-piloted. ITIS and FITIS
were assessed by two experts and two students. Each of them produced a
report after their review and their findings were implemented for the
improvement of the contents and/or the structure. The rubrics used to mark
the students’ oral and written productions were further developed and
improved following the experience of several previous projects (Ávila-Cabrera
& Rodríguez-Arancón, 2021, for example).
Each of the LPs was also pre-piloted in two different ways: through two
expert informers who studied their contents and made suggestions for
improvement; and two volunteer students. That is, there are 120 expert
reports and a total of 120 student reviews of the LPs available, a significant
amount of information that helped to smooth out any unclear aspects or
mistakes of the contents of all the didactic sequences. Once the
improvements had been implemented, each of the short sequences for each
AVT mode was tested (for B1 and B2 separately) by one student volunteer
who completed a report, therefore producing a total of 12 extra reports. Again,
any issues that were highlighted through this phase were improved
accordingly.
Then the first piloting phase with a student group took place with two
questionnaires added, one at the beginning and the other at the end of the
didactic sequence. The initial questionnaire was used to gather information
about the students’ previous experience with AVT and their perception of their
L2 level in different skills. The final questionnaire was designed in four
sections with open and closed questions that aimed to gather information
Noa Talaván and Pilar Rodríguez-Arancón 215
Hikma 23(1) (2024), 205 - 231
about the participants’ experience working with the materials. It includes the
students’ impressions on the LP process, the results, the integrated
development of both the L2 and cultural skills and, finally, some general
observations. This pilot used the voice-over sequences of six LPs for B1 and
B2 and had the ITIS and FITIS assessment incorporated to the didactic
sequence. The students were volunteers from the Translation course within
the Degree of English Studies at the UNED and a total of 32 learners
completed all the tasks and activities.
After gathering their feedback and making some more small
adjustments in the contents, the piloting in the Moodle platform, specifically
designed for the TRADILEX courses, started. This time, 10 participants from
the English Studies Degree at the University of Jaén finished all the activities
of the B2 subtitling sequence of six LPs.
After receiving positive feedback about the LPs, platform and tools,
more piloting studies started at different universities. The next ones took place
in different contexts: one with volunteer students from the Language Centre
at the UNED, who worked on the sequences of audio description and dubbing
for B1 and B2 (four courses of six LPs each in total), where 29 subjects
finished the corresponding tasks; a second group of students came from the
Degree on English Studies at the UNED and undertook the SDH B2 sequence
of six LPs (25 subjects completing the course); a third group of 11 B1 and B2
students came from the English Studies Degree of the University of Zaragoza
and did all the activities of the subtitling sequence of B1; and a final small
sample of three B1 students from the English Teaching Degree at the
University of Córdoba completed the SDH B1 sequence.
As a final stage, some of the participants were invited to volunteer to
take part in a personal semi-structured interview (that had previously been
pre-piloted by two experts) with several questions about the learning
experience.
Apart from testing the running of the sequences, and acting on any
issues that were highlighted, all the data collected from the ITIS and FITIS
tests and the initial and the final questionnaires have been used for the
triangulation of the results and demonstrate the improvement in the skills of
the participants in each particular group (Couto-Cantero et al., 2022; Plaza
Lara & Fernández Costales, 2022; Plaza Lara & Gonzalo Llera, 2022; Tinedo-
Rodríguez & Frumuselu, 2023). The next section of the present paper details
the results of the piloting process, taking all groups ITIS and FITIS results into
consideration. A total of 107 students took part in the various pilot studies, a
clear success, and a significantly large number for this type of research. Thus,
TRADILEX piloting process has provided enough data not only to improve the
216 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
Hikma 23(1) (2024), 205 - 230
contents of the LPs and the tools for gathering quantitative and qualitative
data before the long-term pre-experiment was undertaken, but also to prove
preliminary validity and usefulness of DAT (based on sequences of a single
AVT mode) for integrated skills enhancement in LE.
3. R
ESULTS
With the aim of answering the main research question of the pilot study,
that is, to assess to what extent integrated skills were enhanced thanks to the
application of short DAT sequences based on a single AVT mode, a
descriptive analysis of the data-gathered from the ITIS and the FITIS tests
was performed first. The results are illustrated in Table 5.
TEST AVER. MARK ST. DEV
ITIS Listening 7.81 1.42
FITIS Listening 8.11 1.67
ITIS Reading 8.43 1.62
FITIS Reading 8.86 1.29
ITIS Speaking 6.69 1.59
FITIS Speaking 7.74 1.47
ITIS Writing 6.73 2.42
FITIS Writing 8.58 1.239
Table 5. Descriptive analysis
Source. Elaborated by the authors
It is clear from the data included in Table 5 that there was progress in
the four skills, hence descriptively we may infer that there was integrated skills
enhancement of the L2 thanks to DAT. The improvement was more noticeable
in production skills (writing and speaking) than in reception skills (listening and
reading). In fact, there seems to be a significant difference between writing
skills enhancement (+1.88 difference between pre-test and post-test) and
reading skills enhancement (+0.43 difference). The standard deviation reflects
homogeneity in the results, and it decreases in most cases, showing a certain
degree of normality in the tendency towards improvement among all subjects
involved in the piloting process.
In order to evaluate whether the differences observed in the descriptive
analysis were significant, an inferential statistics analysis was carried out, so
that the results could be generalised to a population beyond this specific group
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of students. A normality test (Kolmogorov-Smirnov)
1
was performed, but the
p-value was < 0.001 for the set of quantitative variables, which implied that
the sample did not meet normality conditions; hence, a parametric test was
discarded. The non-parametric Wilcoxon test
2
was then applied to assess the
significance of the improvement observed in the descriptive analyses,
combined with the signed-ranked test. The main results of the Wilcoxon test
are reflected in Table 6.
ITIS/FITIS
Listening
ITIS/FITIS
Reading
ITIS/FITIS
Speaking
ITIS/FITIS
Writing
Z
-2.048
-2.508
-8.103
-8.361
p-value
0.0205
0.006
<0.001
<0.001
Table 6. Wilcoxon test results (ITIS-FITIS)
Source. Elaborated by the authors
Since the p-value obtained for the Wilcoxon test is below 0.05 in all
cases, it can be derived that the difference of marks for each variable is
statistically significant. However, to make sure that the descriptive statistics
provided above can be confirmed and ratified and the subsequent results
generalised from this particular sample to the population of intermediate
students of English in adult LE courses, the singed-ranked test was
performed. The results are summarised in Figure 1.
Figure 1. Direction of improvement for the variables under study.
Source. Elaborated by the authors
1
A statistical method used to determine whether two samples are drawn from the same probability
distribution.
2
A non-parametric statistical hypothesis test used to compare two paired samples. It assesses
whether the median difference between paired observations is significantly different from 0.
218 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
Hikma 23(1) (2024), 205 - 230
As derived from the previous graph, there was improvement in all
variables, more significantly in production than in reception skills again, with
most subjects improving their marks from ITIS to FITIS, in 87.85% in the case
of writing and 89.71% as regards speaking, and where not a single participant
kept the same mark from ITIS to FITIS. It should be remembered here that
reception tests were based on closed multiple-choice items and production
tests were assessed by the teachers with the help of a rubric.
To complement this data, correlations were established between all the
variables in both tests to detect and analyse possible relationships of causality
that might help to complement previous results and findings, as will be
discussed in the following section. The results of the Pearson Correlation
coefficient
3
applied to all ITIS and FITIS tests reflected in Table 7 support
previous data.
Table 7. Pearson Correlation (unilateral significance)
Source. Elaborated by the authors
As outlined in Table 7, there is an important number of relevant
correlations that reinforce the previous data on the significance of the
3
A test used in statistics to measure the linear relationship between two variables; it is calculated
by dividing the covariance of the two variables by the product of their standard deviations.
ITIS
List.
ITIS
Read.
ITIS
Spe.
ITIS
Writ.
FITIS
List.
FITIS
Read.
FITIS
Sp.
FITIS
Writ.
ITIS
List.
Pears.
1
0.076
0.259**
-0.072
.337**
-0.004
0.299**
0.124
p-val.
0.218
0.004
0.230
< 0.001
0.483
< 0.001
0.102
ITIS
Read.
Pears.
0.076
1
0.185*
0.020
.218*
0.245*
0.226**
0.257**
p-val.
0.218
0.028
0.420
.012
0.005
0.010
0.004
ITIS
Spe.
Pears.
0.259**
0.185*
1
0.060
0.307**
0.137
0.723*
0.454**
p-val.
0.004
0.028
0.270
< 0.001
0.079
< 0.001
< 0.001
ITIS
Writ.
Pears.
-0.072
0.020
0.060
1
-0.014
0.093
0.106
0.185*
p-val.
0.230
0.420
0.270
0.441
0.170
0.140
0.029
FITIS
List.
Pears.
0.337**
0.218*
0.307**
-0.014
1
0.260**
0.246**
0.185*
p-val.
< 0.001
0.012
< 0.001
0.441
0.003
0.005
.029
FITIS
Read.
Pears.
-0.004
0.245**
0.137
0.093
0.260**
1
0.238**
0.355**
p-val.
0.483
0.005
0.079
0.170
0.003
0.007
< 0.001
FITIS
Spe.
Pears.
0.299**
.226**
0.723**
0.106
0.246**
0.238**
1
0.551**
p-val.
< 0.001
0.010
< 0.001
0.140
0.005
0.007
< 0.001
FITIS
Writ.
Pears.
0.124
0.257**
0.454**
0.185*
0.185*
0.355**
0.551**
1
p-val.
0.102
0.004
< 0.001
0.029
0.029
< 0.001
< 0.001
Noa Talaván and Pilar Rodríguez-Arancón 219
Hikma 23(1) (2024), 205 - 231
students’ enhancement in every skill that had been made evident by the
Wilcoxon singed-ranked test. This integrated skills enhancement is thus
confirmed when all FITIS tests show correlations between themselves and
also with ITIS tests: FITIS listening significantly correlated with all tests (both
ITIS and FITIS); FITIS reading with ITIS reading, as well as with FITIS
listening, speaking and writing; FITIS speaking with all ITIS tests except for
writing, and with all FITIS tests; and FITIS writing with all ITIS, except for
listening, and with all FITIS variables.
4. D
ISCUSSION
Our main research question, “Does DAT contribute to the enhancement
of integrated skills in LE?” has been positively answered in the previous
section from a quantitative point of view thanks to inferential statistics. This
section provides further insights on the data accounted for and it also
triangulates such information qualitatively providing data extracted from the
semi-structured interviews, so as to answer the second research question:
“Do language students find DAT tasks motivating and efficient?”. The
discussion will close by providing an answer to the third research question
(“Are there any changes necessary in terms of the methodological design as
a whole?”), by summarising the corresponding information gathered through
the piloting process.
Although DAT sequences based on a single AVT mode can effectively
influence integrated skills enhancement in B1 and B2 students of English as
an L2, from the descriptive analysis included above, there was a larger
improvement in production than in reception skills. This could be expected as
far as reading is concerned since it is not the main skill present in DAT tasks;
however, listening is always present, and it would be expected to improve
more significantly. Two potential reasons may lie behind this difference.
Firstly, the type of assessment for production and reception skills differs, the
former based on open evaluation by a teacher using a rubric and the latter on
closed multiple-choice items. And secondly, learners often work more
intensely on reception than on production skills in LE contexts.
The fact that DAT tasks work on writing and speaking intensely and
effectively may have caused a bigger difference in the learners’ proficiency
level in the short term than for reception skills, which learners are more used
to exercising on a regular basis in their LE lessons. Furthermore, the standard
deviation decreases in most cases (in three out of the four ITIS/FITIS pairs,
see Table 5), and this can be said to account for the normality of the
enhancement direction. In fact, the skill that appears to improve the least
(listening) is the only one where the standard deviation increases slightly
220 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
Hikma 23(1) (2024), 205 - 230
(+0.25), and the skill which improves the most (writing) shows the greatest
decrease (-1.18) in that regard.
Similar deductions are derived from the application of inferential
statistics: even if all skills improve significantly, provided the p-value obtained
(< 0.05), production skills reflect a greater significance in terms of the
difference between the marks obtained in the ITIS and FITIS tests (< 0.001 in
both writing and speaking), while the difference in reception skills seems less
significant, especially in terms of listening (0.0205). This goes hand in hand
with the discussion of the previous paragraph based on the data derived from
descriptive statistics, where production skills improved the most and showed
a decreasing tendency regarding standard deviation, and listening improved
the least and showed a slight increase in terms of standard deviation.
Hence, it is not remarkable to note that once the signed-ranked test is
applied, the results follow a similar inclination. Listening seems to be, once
again, the skill where there is less positive difference from ITIS to FITIS
(47.60% of subjects improved their marks, while 29.90% kept the same mark),
followed closely by reading (50.46% marks changed positively while 20.56%
were matched). With a large difference in percentages, writing marks
improved positively in 87.85% of cases (matching marks only in 3.73%),
immediately followed this time by speaking marks improving in 89.71% of
cases (with no matches). It is not pertinent to derive at this point that speaking
marks improved more than writing because the number of negative marks (not
included in Figure 1) were fewer in writing (8.41%) than in speaking (10.28%);
so again, writing can be said to improve slightly more than speaking.
Once more, the data obtained from the Pearson correlation coefficient
included in Table 7 clearly complements and triangulates the present
discussion, since the skills that show the greater number of correlations (and
the strongest ones) are production skills. However, it is noticeable how the
correlations are significant and strong for the four skills, even slightly stronger
in the case of reading than as regards listening. Therefore, integrated skills
enhancement takes place thanks to the DAT short sequences implemented
(based on a single AVT mode), and this enhancement shows a clear
interrelated rapport among the four skills under study, probably reinforced by
the mediation component that underlies DAT tasks and impregnates any L2
communicative practice.
To complement this discussion, here follows a summary chart (Table 8)
including the main conclusions derived from the qualitative analyses of the
four semi-structured interviews performed during the piloting process, where
S1, S2 and S4 belonged to the same piloting group (SDH B2, English Studies
Noa Talaván and Pilar Rodríguez-Arancón 221
Hikma 23(1) (2024), 205 - 231
Degree, UNED) and S3 to a different one (Dubbing B2, Language Centre at
the UNED).
Subject One
(S1)
Subject Two
(S2)
Subject Three
(S3)
Subject Four
(S4)
Clarity and structure
(course, platform,
and LPs)
✓
✓
✓
✓
Course duration
✓
✓
✓
✓
ICT skills impact
X
(already
proficient)
✓
✓
✓
L2 communicative
skills impact
✓
(integrated
skills)
✓
(vocabulary)
✓
(integrated
skills)
✓
(vocabulary)
Cultural awareness
impact
✓
✓
✓
✓
Potential for
teaching values
✓
✓
✓
✓
(a more
inclusive
society)
Primary and
secondary education
potential
✓
✓
✓
✓
Self-learning
potential/keys for
self-assessment
✓
✓
✓
✓
Table 7. Participants' perceptions from their experience following the course
Source. Elaborated by the authors
As derived from the transcriptions of the four interviews carried out, the
participants who volunteered to take part considered the structure of the
course, the Moodle platform, and the LPs clear enough, and the course
duration appropriate; however, there were minor formatting aspects or specific
elements from some of the instructions that could be improved and clarified at
some points. As regards the specific effects of the course on learners’ skills
and competences, most of them appreciated the effect of the course on their
ICT skills (except for one subject who was already very proficient on this area),
and all observed improvement in their L2 communicative skills: two of them
on integrated skills enhancement and the other two (more L2 proficient before
taking the course) specifically on vocabulary.
Cultural awareness was also considered as positively affected after the
intervention by all interviewed subjects. Likewise, they saw such a course as
valid to teach values within the L2 context (one of them even remarked that
222 Didactic Audiovisual Translation in Online Contexts: A Pilot Study
Hikma 23(1) (2024), 205 - 230
these tasks could contribute to create a more inclusive society), as well as
very adequate for primary and secondary education environments. Finally, the
four participants acknowledged the potential efficacy of this type of online DAT
courses with the incorporated self-assessment keys (both for closed and open
questions and tasks) for self-study through online platforms or mobile
applications. However, although the four participants considered the keys
useful to assess their work for each LP, two of them missed more immediate
teacher feedback for their production tasks.
Other relevant comments derived from the interviews are related to the
following elements: 1) LP duration (the four subjects agreed on the adequacy
of an approximate duration of 60 minutes and on the good dynamics of each
LP); 2) temporalization of DAT tasks (all of them suggested including this type
of activities once a week or once a fortnight); and 3) pre- and post- tests and
questionnaires (all subjects found them useful to open and close the course
and to check on their departure point and their progress). As suggestions, S1
added the possibility of including more mediation tasks, and S2 having a
longer course available (to learn and enjoy further), while S3 and S4 had
nothing to add.
From the previous analysis, we may answer positively to the second
research question, affirming that learners find DAT tasks and courses
motivating and efficient. Finally, as regards the third question, where it was
sought to consider which changes would be necessary in terms of the design
of the subsequent long-term pre-experiment, no major changes had to be
implemented. This is one of the reasons why the piloting process has been
analysed as a short-term study for some of the groups independently and as
a preliminary pre-experiment in the results presented in this paper, where the
pilot study has been described as a whole. Nevertheless, as far as notes for
improvement from the pilot to the subsequent main study, a series of changes
were considered and undertaken: 1) the rubrics for teacher assessment were
incorporated in all DAT tasks in Moodle to facilitate both teachers’ work and
immediacy of students’ feedback; 2) Genially presentations were prepared
and used to summarise, clarify, and simplify the main instructions included in
the course; and 3) the Moodle course was formatted to have a more user-
friendly appearance.
C
ONCLUSIONS
This paper has presented a complete pilot study to assess the efficiency
of DAT sequences, that was carried out with a double aim: 1) to test the
procedures, materials, and resources to be used for a larger scale and longer-
term study, and 2) to assess the efficacy of DAT short sequences based on a
Noa Talaván and Pilar Rodríguez-Arancón 223
Hikma 23(1) (2024), 205 - 231
single AVT mode for integrated skills enhancement on adult intermediate
learners of English as a foreign language.
The basis of the present work is the methodological framework
designed by the TRADILEX Project (Talaván & Lertola, 2022) that was meant
to be tested in terms of short sequences of a single DAT mode (through the
present pilot study) and through a longer-term intervention combining various
DAT modes through a subsequent pre-experiment. Nevertheless, the piloting
process was organised in diverse phases in order to assure the success of
the preliminary study presented herein: firstly, 1) the LPs were passed through
experts’ reports; then, 2) voluntary students went through the corrected LPs
and wrote their own reports as well; and 3) finally the complete short
sequences were also taken by voluntary students who wrote reports that could
point towards potential problems or possible improvements. The pilot courses
proper also underwent three phases: a preliminary one for voice-over (both
sequences, B1 and B2) in the UNED online platform, a second one in an ad-
hoc designed Moodle platform with one of the subtitling sequences (B2), and
a third phase with the remaining sequences completed in the previously
designed Moodle platform, once some minor changes were introduced.
The discussion section of this paper has answered the research
questions that were posed at the beginning, confirming first the potential
efficiency of DAT tasks organised in short sequences and based on a single
AVT mode (six LPs to be completed in one month and a half) for integrated
skills enhancement for intermediate level (B1 and B2) learners of English. The
second question related to the students’ consideration of DAT tasks as
motivating and efficient has been answered positively through the semi-
structured interviews. Finally, regarding the third question, whether the pilot
study could contribute to design a well-built and efficient pre-experiment,
various minor changes were performed regarding the LPs and the data-
gathering tools in the course of the piloting process (thanks to the relevant
number of experts’ and students’ reports), and the platform structure and
instructions were refined after the pilot experiences to accommodate the
subsequent long-term study in the most appropriate manner.
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