ISSN: 1579-9794
Hikma 24 (Número especial II) (2025), 1 - 32
Subtitling for the Deaf and Hard of Hearing and Audio
Description as Integrated Activities in the English as a
Foreign Language Classroom: An Exploratory Study
Subtitulado para personas sordas y audiodescripción
como actividades integradas en el aula de inglés como
lengua extranjera: Un estudio exploratorio
MICOL BESEGHI
micol.beseghi@unipr.it
University of Parma
Fecha de recepción: 06/02/2024
Fecha de aceptación: 04/06/2025
Abstract: This paper reports on a didactic project in which subtitling for the
d/Deaf and hard of hearing (SDH) and audio description (AD) were
implemented in an English Language course offered at an Italian university as
part of a master’s degree in foreign language teaching. The students were
introduced to media accessibility (MA) as well as to the linguistic and technical
aspects of SDH and AD and subsequently asked to engage in active
intralingual SDH and AD for audiovisual programmes of different genres. The
aim of the didactic project was to use both forms of media accessibility to
promote language and mediation skills at proficiency levels (C1-C2). The
exploratory study presented in this paper investigates student perceptions
about the role of SDH and AD in foreign language learning (FLL). Qualitative
data were collected using questionnaires which were administered at different
stages of the project, and through the analysis of learning diaries written by
the participants during the semester. The students’ comments highlight
significant benefits in terms of fostering productive skills, of promoting different
forms of mediation, namely intralingual and intersemiotic, and of enhancing
learner motivation and awareness about MA.
Keywords: Didactic audiovisual translation, Foreign language learning,
Media accessibility, Student perceptions, Learner diaries
Resumen: En este artículo se describe un proyecto didáctico en el que se
aplicaron el subtitulado para personas sordas y con problemas de audición
(SPS) y la audiodescripción (AD) en un curso de lengua inglesa impartido en
una universidad italiana como parte de un máster en didáctica de lenguas
extranjeras. Después de introducir a los estudiantes en la accesibilidad a los
medios, así como en los aspectos lingüísticos y técnicos de las SPS y la AD,
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se les pidió que realizaran actividades basadas en SPS y AD para programas
audiovisuales de distintos géneros. El objetivo del proyecto didáctico era
utilizar ambas formas de accesibilidad a los medios para promover las
competencias lingüísticas y de mediación en los niveles C1-C2. El estudio
exploratorio que se presenta en este artículo analiza las percepciones de los
estudiantes sobre la función de las SPS y AD en el proceso de aprendizaje
de lenguas extranjeras. Se recogieron datos cualitativos mediante
cuestionarios que se administraron en distintas fases del proyecto, y también
a través del análisis de los diarios de aprendizaje escritos por los participantes
durante el semestre. Los comentarios de los estudiantes revelan importantes
beneficios en el ámbito de las competencias productivas, la promoción de
diferentes formas de mediación, intralingüística e intersemiótica, y el aumento
de la motivación y la sensibilidad de los estudiantes con respecto a la
accesibilidad a los medios.
Palabras clave: Traducción audiovisual didáctica, Aprendizaje de lenguas
extranjeras, Accesibilidad a los medios, Percepciones de los estudiantes,
Diarios del estudiante
INTRODUCTION
One of the recent interests in audiovisual translation (AVT) research
has been to investigate the benefits of different AVT modes as pedagogical
tools in foreign language education (Adams & Díaz-Cintas, 2022; Baños et al.,
2021; Fernández-Costales, 2021; Incalcaterra McLoughlin et al., 2020;
Lertola, 2019; Talaván, 2020).
Didactic Audiovisual Translation (DAT) refers to “a technology-based
active pedagogical resource (as students produce subtitles or dub video
extracts, etc.) that can enhance foreign language learning and can be
employed as an effective tool in face-to-face, online, and blended contexts”
(Lertola & Talaván, 2022, p. 134). Both AVT research and training have mainly
focused on the roles of subtitling and dubbing, the latter to a lesser degree, as
pedagogical tools in foreign language teaching and learning (Talaván, 2019).
However, recent studies have begun to explore the didactic role of individual
media accessibility (MA) modes, such as subtitling for the d/Deaf and hard of
hearing (SDH) and audio description (AD) in foreign language learning (FLL).
Fewer studies have investigated the use of SDH and AD as integrated tools
in the foreign language classroom: recently, Talaván et al. (2022) presented
the teaching innovation project AUDIOSUB, aimed to assess the improvement
of speaking, writing, and translation skills using AD and SDH in FLL contexts.
By focusing on the relationship between FLL and AVT as a
methodological resource, this paper aims to explore the possibilities offered
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by SDH and AD in the English as a foreign language (EFL) classroom. The
main idea is to provide a didactic proposal based on the integrated use of SDH
and AD in order to enhance language and mediation skills at proficiency levels
(C1-C2), while at the same time promoting student engagement and
awareness about the role of audiovisual access services in today’s society.
The didactic project was implemented in an English language course offered
at the University of Parma in the second year of a master’s degree in foreign
language teaching. The project introduced the students, who were also future
foreign language teachers, to the pedagogical use of MA by asking them to
engage in passive and active intralingual SDH and AD.
After being introduced to MA and to the linguistic and technical aspects
of SDH and AD, the participants were asked to analyse the English SDH and
AD for audiovisual programmes of different genres and carry out – both
individually and collaboratively – active intralingual SDH and AD tasks.
Qualitative data were collected through a pre-questionnaire and a post-
questionnaire, aimed at obtaining students’ opinions and feedback regarding
the activities based on SDH and AD as well as their perceived improvement
in terms of foreign language skills. Moreover, learner diaries were also used
as a qualitative research method to gain an insight into how students
experienced learning and how they made sense of it (Pavlenko, 2007).
Throughout the entire semester, the participants were encouraged to keep an
online learner diary where they could write down their personal thoughts about
the SDH and AD tasks carried out in class or at home.
The objective that guided the development of the exploratory study is
twofold: 1) to examine students’ opinions and perceptions of activities related
to SDH and AD; 2) to investigate students’ foreign language skills perceived
improvement.
1. LITERATURE REVIEW: DIDACTIC AVT (DAT)
The research area of Didactic Audiovisual Translation has become a
consolidated field of study (Talaván, 2020; Talaván & Tinedo-Rodríguez,
2024; Talaván et al., 2024), with several scholars investigating the benefits of
both subtitling and revoicing audiovisual material “in the acquisition,
improvement and polishing of the four traditional key skills of language
proficiency but also in the honing of the newly added competence of
intercultural mediation” (Adams & Díaz-Cintas, 2022, p. 11).
Numerous researchers have analysed the potential of subtitling as a
support for language learning, discussing the benefits of intra- and interlingual
subtitling in terms of the development of specific language skills, such as
listening, reading, spoken and written production, grammar, vocabulary
building, translation, mediation, and intercultural awareness (see, among
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others, Beseghi, 2018; Borghetti, 2011; Caimi, 2006; Díaz-Cintas & Wang,
2022; Ghia, 2012; González Vera, 2002; Incalcaterra McLoughlin, 2009; 2014;
Incalcaterra McLoughlin & Lertola, 2011; Plaza Lara & Fernández Costales,
2022; Lertola, 2012; 2015; Ragni, 2018; Talaván, 2006; 2010; 2011).
Furthermore, recent studies have explored the didactic value of MA
modes, namely SDH and AD. As pointed out by Talaván et al. (2022, p. 2),
research has focused on “the individual use of accessible AVT in the FLL
classroom”. As far as AD is concerned, its examination in FLL is considerably
recent: a number of studies have considered the benefits of AD for FLL in
general (Navarrete, 2018) and for the improvement of specific skills such as
writing (Calduch & Talaván, 2018), speaking (Talaván & Lertola, 2016),
vocabulary acquisition (Ibáez Moreno & Vermeulen, 2013; Walczak, 2016),
mediation (Navarrete & Bolaños García-Escribano, 2022), integrated
language skills (Ibáez Moreno & Vermeulen, 2014), as well as the
development of plurilingual competence (Torralba et al., 2022) and learner
motivation (Bausells-Espín, 2022). As noted by Navarrete and Bolaños
García-Escribano (2022, p. 155), most studies have concentrated on active
AD, except for Martínez Martínez (2012) who examined the potential of
passive AD for the improvement of lexical skills.
Research on the didactic application of SDH is more limited, with a few
studies investigating the role of SDH in FLL settings (Bolaños García-
Escribano & Ogea Pozo, 2023; Herrero et al., 2017; Talaván, 2019; Talaván
et al., 2022; Tinedo Rodríguez & Frumuselu, 2023). The study by Talaván
(2019) describes a didactic proposal based on the use of SDH to enhance
writing, listening, and lexical creativity, confirming the validity of subtitling as a
pedagogical tool to enhance FLL skills. The study by Bolaños García-
Escribano and Ogea Pozo (2023) discusses the uses and applications of
interlingual SDH in the language classroom and shows benefits such as
students’ improved translation skills and greater awareness on the importance
of visual, acoustic, and paralinguistic information in AVT. Tinedo Rodríguez
and Frumuselu (2023) carried out a study where SDH was used as a
pedagogical tool to foster L2, interculturality and awareness regarding equity,
diversity, and inclusion (EDI). The article by Herrero et al. (2017), which offers
a pedagogical method combining film literacy, AD, and SDH applied to FLL,
is one of the first studies to combine SDH and AD in a didactic setting. Talaván
et al (2022) research is indeed an attempt to start filling this gap in the
literature by combining SDH and AD to foster foreign language skills. Their
results show learners’ improvement in writing and translation skills and
suggest a more systematic application of MA modes in the context of FLL.
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Moreover, Lertola and Talaván (2022) presented an online teacher
training experience in DAT, involving foreign language secondary-school
teachers-in-training, who created a dubbing and an AD lesson plan. Indeed, if
it is true that AVT tasks can be integrated in the foreign language curriculum,
it is important that teacher training is provided. The results of Lertola and
Talaván’s study (2022) showed that the participants perceived didactic AVT as
an effective tool in the foreign language classroom: “they found didactic AVT
a modern and motivating approach that they intend to use in their future
teaching career as it can be exploited with any type of learner” (Lertola &
Talaván, 2022, p. 148).
The present study follows this experimental line of research and aims
to examine the benefits of the integrated use of SDH and AD in the EFL
classroom, focusing especially on student perceptions.
2. METHODS AND MATERIALS
The project at the basis of this study was developed within an English
Language course offered at the University of Parma, Italy, in the second year
of a master’s degree in foreign language teaching, with the aim of promoting
language and mediation skills at proficiency levels (C1-C2) and investigating
students’ perceptions concerning the didactic use of SDH and AD. The
students were asked to carry out tasks –both individually and collaboratively–
based on the creation of intralingual SDH and AD for audiovisual programmes
and videos of various genres.
2.1. Participants
The didactic project involved 23 students who were attending the
English Language course, which consisted of two different and distinct
modules: one module provided both practical and theorical classes on media
accessibility and the other module included practical language lessons with a
language assistant.
The students were 21 females and two males, with an average age of
24 years old, all native speakers of Italian. Their level of English at the
beginning of the course was on average C1, and they were expected to reach
a C2 level by the end of the academic year. All the participants had already a
BA in Foreign languages and had previously taken courses in translation
theory and practice.
The students were informed about the didactic project as well as the
use of questionnaires and learner diaries for data collection. While the
activities based on SDH and AD were part of the module, carried out in the
classroom and therefore not optional, the learner diary was presented as a
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free activity to be carried out outside the classroom. Although questionnaires
and diaries were mainly used to collect data for the sake of the present study,
they were also conceived as a tool to collect data for the course evaluation
and to foster foreign language teaching as well as to promote student
awareness about the topics of the course.
2.2. Didactic Project
The didactic project was carried out over a semester, from September
to December 2022, and included different phases, summarized in Table 1
below:
Phase 1: introduction to MA (linguistic and technical aspects of SDH and AD,
guidelines for the creation of SDH and AD)
Phase 2: analysis of the English SDH and AD of different types of audiovisual
programmes
Phase 3: introduction to the recommended software
Phase 4: active intralingual SDH and AD (individual and collaborative tasks for
clips of 3 minutes).
Table 1. Phases of the didactic project
Source. Elaborated by the author
At the beginning of the course, students were introduced to media
accessibility and to the linguistic and technical aspects of SDH and AD. In this
first phase, the instructor provided guidelines for the creation of SDH and AD
based on Zárate’s (2021) and Fryer’s (2016) handbooks, as well as the BBC’s
Subtitles guidelines (BBC 2022) and Netflix’s style guide for both SDH and AD
(English Timed Text Style Guide, Audio Description Style Guide v2.5.)
The second phase involved the analysis of SDH and AD in English for
different types of audiovisual programmes, including films of different genres
and TV shows. The aim was to familiarise the students with the two MA modes
by having a closer look at what professionals do and what strategies and
conventions they apply. First, the participants analysed orally in class a clip
chosen by the instructor. For the analysis of SDH, the clip was taken from the
first episode of the TV show Stranger Things, while the audio described clip
was taken from the film Rocketman. Subsequently, they were asked to select
an audiovisual product of their choice and write an analysis of SDH and AD.
This activity was carried out at home and later discussed in class.
In the third phase of the didactic project, the students were introduced
to the software recommended for the practical activities; Aegisub 3.2.2 and
Amara for SDH and iMovie and Windows Movie Maker for AD. Subsequently
they were asked to actively engage in the creation of intralingual SDH and AD
for audiovisual programmes and videos of various genres.
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Concerning SDH, the instructor proposed three different activities which
involved the creation of subtitles for three short clips, each with a maximum
duration of 3 minutes. These were taken from an episode of the TV show
Stranger Things, an episode of the animated series Peppa Pig, and the film
The Devil Wears Prada. In the first activity the students worked autonomously
in class and then compared and discussed their choices with their peers. In
the other two activities they worked collaboratively, in groups of two or three
students. Afterwards, another collaborative activity was proposed which
involved the creation of SDH for film trailers chosen by the students, using
Amara, a free open-source subtitling platform which uses crowdsourcing
techniques. The participants selected some trailers on YouTube for which
SDH were not available and worked collaboratively to create captions. In this
way they could create something tangible that would improve access to videos
for a greater number of people.
As for the AD tasks, the instructor proposed three different activities
which involved the creation of AD scripts for three short clips, each with a
maximum duration of 3 minutes, taken from the film Rocketman, the
documentary My Octopus Teacher, and an episode of the TV show The
Queen’s Gambit. After working in teams of three-four students for the creation
of the AD scripts, they compared and discussed their choices with the other
groups. Afterwards, another task was proposed which involved the creation
and recording of AD scripts for videos chosen by the students, using the
recommended software (iMovie or Windows Movie Maker). The various audio
described videos were then shown and commented in class.
2.3. Research Methods
The study involved the collection of qualitative data through two
different questionnaires (a pre-questionnaire and a post-questionnaire)
administered at different stages of the project and learner diaries written by
the participants throughout the semester. Although the questionnaires also
provided some basic quantitative data, the analysis of both questionnaires and
learner diaries mainly focused on qualitative data. Both instruments were
chosen to collect data for the present study and were not mandatory for the
students. They were also used beyond the objectives of this research, to
garner data for the course evaluation and to foster foreign language teaching.
2.3.1. Questionnaires
At the beginning of the module, before providing students with specific
information about SDH and AD, an online pre-questionnaire was administered
with the principal aim to investigate students’ previous knowledge, awareness,
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and experience of both SDH and AD. The pre-questionnaire included four
questions, two concerning SDH and the other two concerning AD.
1. What is subtitling for the d/Deaf and hard of hearing (SDH)?
2. Have you ever watched an audiovisual product with SDH? If yes, describe
this experience.
3. What is audio description (AD)?
4. Have you ever watched an audiovisual product with AD? If yes, describe
this experience.
Table 2. Online pre-questionnaire
Source. Elaborated by the author
At the end of the semester, the participants completed an online post-
questionnaire aimed at gathering students’ opinions, perceptions and
feedback regarding the SDH and AD tasks. Moreover, the post-questionnaire
was designed to investigate students’ perceptions of their improvement in
terms of foreign language skills. The post-questionnaire included open-ended
questions, as in the case of the pre-questionnaire, so that participants were
free to express their opinions in their own words. The post-questionnaire was
divided into two sections, one related to SDH (questions 1-6) and the other
related to AD (questions 7-12). The final question (13) was aimed at finding
out which activities the students appreciated or enjoyed the most, and which
MA mode they considered the most challenging.
1. Have you changed your opinion/idea of SDH while attending this course?
Why?
2. Which are according to you the most challenging aspects of SDH?
3. After attending this course, will you watch audiovisual programmes with
SDH?
4. After attending this course, will you create SDH for videos?
5. Do you think that watching films with SDH has helped you improve your
language skills? If so, which ones?
6. Do you think that creating SDH has helped you improve your language
skills? If so, which ones?
7. Have you changed your opinion/idea of AD while attending this course?
Why?
8. Which are according to you the most challenging aspects of AD?
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9. After attending this course, will you watch audiovisual programmes with
AD?
10. After attending this course, will you create AD for videos?
11. Do you think that watching films with AD has helped you improve your
language skills? If so, which ones?
12. Do you think that creating AD has helped you improve your language
skills? If so, which ones?
13. Which activities (SDH, AD) did you enjoy the most and why? Which one
was more challenging and why?
Table 2. Online post-questionnaire
Source. Elaborated by the author
2.3.2. Learner diaries
Learner diaries were also used for data collection. This is a first-person
account of a series of learning experiences, an intrapersonal form of writing
reflecting on learning strategies and progress as well as learners’ emotions
(Beseghi, 2021; Gebhard, 1999; Moon, 2010). The learner diary is a
qualitative research method that has been recognized in the field of Second
Language Acquisition (SLA) and offers a useful tool for exploring students’
personal narratives (Lantolf & Pavlenko, 2001; Pavlenko, 2007). Indeed, such
narratives can provide an insight into how learners experience language
learning and how they make sense of it (Pavlenko, 2007). Pavlenko (2007, p.
165) points out that there are three interconnected types of information that
can be analysed in personal narratives: “subject reality” (how ‘things’ or events
are experienced by the participants), “life reality” (how ‘things’ are or were),
and “text reality” (how ‘things’ or events are narrated by the participants). The
present study focuses on subject reality and text reality through a thematic
analysis aimed at examining students’ thoughts and feelings about their
learning experience with SDH and AD. Learner diaries are, thus, useful for
metacognitive reflection and introspection and give students the opportunity
to focus on the process of language learning and all the aspects it entails.
At the beginning of the course, the participants were encouraged to
keep a learner diary during the semester, which took the form of an
intrapersonal online journal available as a free-form text on the university e-
learning platform. This writing activity was not compulsory. Students were free
to write down their personal thoughts about the SDH and AD tasks carried out
in class or at home. In this sense, learner diaries are a form of autobiographic,
reflective writing; a personal narrative reporting the experience of learning and
a form of self-exploration in a safe, informal environment (Beseghi, 2021).
Students were also encouraged to write about their past and present
experiences with media accessibility not only in the academic context but also
in their personal lives.
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3. DATA ANALYSIS
This section focuses on the data that emerged from the responses
given by the participants in the two questionnaires and on the analysis of the
learner diaries.
At the very beginning of the course, before the pre-questionnaire was
administered, the 23 participants were asked to indicate their preference of
AVT modes when watching foreign audiovisual material. The vast majority (21
students, 91 %) revealed that they preferred to watch programmes in the
original language (i.e., English): among these, 19 students (82 %) specified
that they usually watched programmes with intralingual or interlingual
subtitles. Only two students (6 %) stated that they preferred dubbing.
3.1. Pre-Questionnaire
Out of the 23 students attending the course, 22 completed the pre-
questionnaire at the beginning of the course.
Question 1 was aimed at assessing students’ knowledge and
awareness of SDH. Their responses showed that they were all familiar – at
least in theory – with this MA mode. They knew that subtitles for d/Deaf and
hard of hearing audiences are different from regular subtitles (i.e., for hearing
audiences) since they also include paralinguistic and non-verbal information
(e.g., sounds and music) and are mainly targeted at viewers with hearing
impairments. However, five of them (23 %) had never watched programmes
with SDH.
Question 2 was aimed at verifying students’ previous experience with
SDH: five participants (23 %) stated that they had never used SDH, mainly
because they were not accustomed to using subtitles. On the other hand, 17
participants (77 %) affirmed that they had used SDH at least once in their life.
Figure 1. Pre-questionnaire: responses to question 2
Source. Elaborated by the author
77%
23%
I have used SDH
I have never used
SDH
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However, their experiences with SDH were quite different: 10 students
had used SDH out of necessity, for instance, for language learning purposes,
because the dialogues were too difficult to follow or to understand, but they
did not pay particular attention to the fact that information about paralinguistic
and non-verbal features were included. Six students were more aware of this
aspect and explained that using SDH enhanced their viewing experience.
What emerged is that students had used SDH because it was the only
available option at the intralingual level. In addition, while in general students’
experiences with SDH were passive, one student reported a past experience
that consisted in the active creation of SDH in the context of a university
course.
As far as AD is concerned, students’ answers to question 3 showed that
most of them (95 %) knew something about this media accessibility mode.
While they all emphasised the fact that AD is primarily targeted at blind and
partially sighted people, six participants (27 %) also underlined that AD is a
kind of art, an intersemiotic translation that creates a new product.
As for question 4, there were 18 students (82 %) that said they had
never used AD, while four participants (18 %) had some experience with it.
2. Pre-questionnaire: responses to question 4
Source. Elaborated by the author
Two of them explained that they had previously used AD because of a
university course they had attended in the previous year, while the other two
watched programmes with AD out of curiosity or for practical reasons (i.e.,
while doing other activities, such as ironing and folding laundry).
3.2. Post-Questionnaire
Twenty-one participants completed the post-questionnaire at the end of
the course.
18%
82%
I have used AD
I have never used
AD
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Questions 1 and 7 wanted to ascertain whether the participants had
somehow changed their minds about SDH and AD after attending the module.
In the case of SDH, 19 students (90 %) explained that their idea of SDH
had changed, either because thanks to the SDH tasks they understood the
complexity of this practice or because they truly realised its social importance.
Only two students (10 %) stated that their idea had not changed, because they
were already aware of the nature of SDH.
Figure 3. Post-questionnaire: responses to question 1
Source. Elaborated by the author
It was the same case regarding AD in question 7, where 19 students
(90 %) explained that their idea of AD had changed for a number of reasons:
firstly, they had not expected this practice to be so challenging; secondly,
before attending the course some of them had preconceptions or prejudices
about AD, which later turned out to be false, for example, they considered it
“annoying”; thirdly, they truly realised its social importance (Rodrigues
Barbosa, 2013) and the fact that media accessibility involves everyone, not
just blind and partially sighted people or minority groups. Only two students
stated that their idea had not changed (10 %), simply because their initial
assumption that AD was a very challenging activity was confirmed.
90%
10%
I have changed my
opinion/idea of
SDH while
attending this
course
I have not changed
my opinion/idea of
SDH while
attending this
course
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Figure 4. Post-questionnaire: responses to question 7
Source. Elaborated by the author
Questions 2 and 8 asked about the most challenging aspects of SDH
and AD. As for SDH, ten students (48 %) identified some challenges or
difficulties that are more generally related to subtitling, such as respecting
space/time constraints and synchronisation (Lertola, 2015; Talaván, 2013).
However, the vast majority (18 students, 86 %) underlined that the most
challenging aspect was the description of sound effects, music, and
paralinguistic features such as tone of voice and mood. Nine students (43 %)
added that learning to use subtitling software was overwhelming especially at
first, because they were not used to this kind of practical task. However, they
also stated that their skills in using subtitling software improved with practice
and thanks to peer collaboration as well as support from the instructor.
Furthermore, eight participants (38 %) emphasised that it was difficult to
provide d/Deaf and hard-of-hearing people with the same experience as that
of a hearing person.
As for AD (question 8), the students underlined several difficulties
concerning both the creation of the AD script and the oral delivery,
emphasising challenging aspects not only from a linguistic point of view but
also from a technical one. For instance, they described the difficulties
encountered in finding the right spaces where to put the description (86 %);
choosing the most salient elements to include in the description (86 %);
selecting the appropriate vocabulary (76 %); being objective (71 %); being
“creative”, since there is not a verbal source text (67 %); finding a balance
between saying too much and not saying enough (62 %); using words that are
clear, vivid and succinct (57 %); using the right intonation when delivering the
AD script (52 %); and rendering camera work and film language (33 %).
Twelve students (57 %) added that using dedicated software was not an easy
90%
10%
I have changed my
opinion/idea of AD
while attending this
course
I have not changed
my opinion/idea of
AD while attending
this course
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task especially at first, so they highlighted that additional technical support
would be useful for them.
Questions 3 and 9 asked the students whether they intended to
continue watching audiovisual programmes with SDH and AD. 20 participants
(95 %) stated that they would certainly keep watching programmes with the
help of SDH, while 19 (90 %) said they would continue using AD (when
available). In both cases, they underlined that these two MA modes help them
develop their competence in a foreign language, not only English, and offer
an enriched viewing experience.
Figure 5. Post-questionnaire: responses to question 3
Source. Elaborated by the author
Figure 6. Post-questionnaire: responses to question 9
Source. Elaborated by the author
95%
5%
I will watch
audiovisual
programmes
with SDH after
attending this
course
90%
10%
I will watch
audiovisual
programmes
with AD after
attending this
course
Micol Beseghi 15
Hikma 24 (Número especial II) (2025), 1 - 32
Questions 4 and 10 asked the students whether they would continue
creating SDH and AD for videos after the end of the course. As for SDH, 18
students (86 %) were enthusiastic about this task and stated that they would
create SDH in the future, because they consider it an enjoyable activity and
at the same time they can contribute to a more inclusive society. Interestingly,
10 students (48 %) added that they would continue to practise creating SDH
in view of their future profession as foreign language teachers, where they
would like to use this type of task in the classroom. Only three students (14
%) were dubious, mainly because they were not sure they would have time
for the creation of SDH in the future.
Figure 7. Post-questionnaire: responses to question 4
Source. Elaborated by the author
As for AD, on the other hand, 14 students (67 %) were sure they would
try and create AD scripts for videos in the future, while seven students (33 %)
were not sure, mainly because they consider the task more difficult and
laborious. In this case as well, 10 students (48 %) added that they would like
to propose AD tasks in their future foreign language classroom.
Figure 8. Post-questionnaire: responses to question 10
Source. Elaborated by the author
Questions 5 and 11 asked the participants whether from their
perspective the passive use of SDH and AD helped them improve their
86%
14%
I will create SDH for
videos after
attending this
course
I am not sure
67%
33%
I will create AD for
videos after
attending this
course
I am not sure
16 Subtitling for the Deaf and Hard of Hearing and Audio Description […]
Hikma 24 (Número especial II) (2025), 1 - 32
English language skills. All the students (100 %) agreed that watching
programmes with SDH enhanced their English language skills, especially in
terms of reading skills (95 %) but also as concerns vocabulary (86 %),
idiomatic expressions (76 %), grammar (67 %), and orthography (67 %).
Some students (57 %) also noticed that listening skills and pronunciation could
improve thanks to the combined activity of reading and listening. All the
participants (100 %) stated that watching programmes with AD helped them
improve their foreign language skills, especially as regards vocabulary
acquisition (100 %) and listening skills (95 %). Some students also underlined
that passive AD helped them understand better film language (33 %) and
follow the plot and character development (29 %).
Questions 6 and 12 aimed at exploring the participants’ perceptions and
beliefs about their English language skills and whether they improved thanks
to active SDH and AD. The students highlighted that SDH tasks helped them
enrich their vocabulary (100 %), improve their listening skills (95 %) as well as
writing skills (95 %), and encouraged them to be more concise (86 %) and
creative (81 %), as well as focus on different channels while using the
language (52 %). They also noticed that they were able to develop intralingual
translation skills (67 %) and “technical” skills concerning the use of specific
software (33 %).
As far as AD is concerned, all the participants (100 %) pointed out that
creating AD helped them develop their writing and speaking skills, also in
terms of pronunciation and prosody, as well as expand their vocabulary (100
%) and descriptive language (95 %). They also noted that they had to be
creative in their linguistic choices (95 %) and learn to use succinct and
evocative language (90 %), aspects that may become useful in a variety of
contexts besides audio description. Furthermore, several students (76 %)
emphasised that they gained intersemiotic translation skills, described as the
ability to interpret and then translate images into words.
Finally, question 13 asked students which activity they found most
enjoyable, and which turned out to be the most challenging. 14 participants
(67 %) indicated SDH as their preferred activity, mainly because they felt more
confident in this type of task, while only two students (9 %) preferred AD
activities, explaining that they felt more challenged, and they found the tasks
more stimulating. In addition, five students (24 %) stated that they enjoyed
both types of activities to the same degree, as can be seen in the following
answer (extract 14):
(14) I would find it difficult to choose which of the two activities I liked
best. I honestly believe that both have given me a lot in terms of
language experience and more. I tried to put myself in the shoes of
Micol Beseghi 17
Hikma 24 (Número especial II) (2025), 1 - 32
a deaf person, in the shoes of a blind person. It was a very emotional
journey.
Figure 8. Post-questionnaire: responses to question 13
Source. Elaborated by the author
In the present study most participants (76 %) agreed that creating AD
was the most challenging task, mainly because it was technically more
difficult, it required more inventiveness, and it involved speaking as well.
Moreover, the students emphasised that they found script writing in AD
especially challenging since they had to “start from scratch” and did not have
a verbal source text at their disposal.
Figure 9. Post-questionnaire: responses to question 13
Source. Elaborated by the author
Other relevant data that emerged from students’ answers to question
13 concern the use of both SDH and AD in the classroom. A significant
number of students (67 %) emphasised that although the AD tasks were more
demanding, being able to practise both MA modes allowed them to develop
integrated and transferable skills.
74%
10%
16%
I enjoyed SDH more
I enjoyed AD more
I enjoyed both to
the same degree
76%
24%
AD is more
challenging
SDH is more
challenging
18 Subtitling for the Deaf and Hard of Hearing and Audio Description […]
Hikma 24 (Número especial II) (2025), 1 - 32
3.3. Analysis of Learner Diaries
This section presents some data that emerged from the analysis of the
students’ diaries, which specifically focused on how the participants lived and
described their learning experience (subject and text reality). As previously
explained, learner diaries were presented as an optional activity which would
not be corrected or evaluated by the teacher. The students were nevertheless
encouraged to use the learner diary as a free space where they could register
their thoughts about themselves as learners, as well as think and write about
their learning experiences, feelings, personal beliefs, and views, in addition to
their personal experience with MA, SDH, and AD.
Twenty students (87 %) who attended the course decided to write a
diary, which they used to different degrees and with different frequency.
However, it is worth mentioning that there was a general tendency to write
more frequently as the course progressed. In addition, looking at their diaries
from a chronological perspective, it can be observed that their texts show
greater linguistic accuracy and more varied vocabulary.
From a thematic point of view, some recurrent topics that emerged from
the analysis are comments about the content of the course (MA, SDH, and
AD); the description of difficulties, obstacles, and emotions in relation to
learning; accounts of personal experiences related to MA; comments about
specific activities; reports of activities carried out independently; and
perceptions of personal improvement in foreign language skills.
An aspect that can be clearly observed in the learner diaries is the
significant number of comments about the content of the course (MA, SDH,
and AD). All the participants (100 %) emphasised that the course contents
were interesting, entertaining, and motivating for them. They also reflected on
the fact that they had not considered the importance of media accessibility
before attending the course, and this almost entirely new area turned out to
be significant in their everyday life and way of thinking.
Furthermore, a significant number of students (80 %) reported their
thoughts on the educational value of MA-based tasks and stated that they
would consider implementing these activities in their future classes (see
extract 1). Indeed, as previously explained, the participants were studying to
become foreign language teachers.
(1) I cannot help but think that SDH and AD are a powerful tool for
foreign language teaching and learning. I hope I will become a
teacher soon and I’m sure I’ll use audiovisual materials and media
accessibility activities with my future students.
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Hikma 24 (Número especial II) (2025), 1 - 32
Another feature which strongly characterises the participants’ learner
diaries is the description of the difficulties or obstacles encountered in the
learning path, an aspect that was addressed by all the students. This aspect
often goes hand in hand with the description of the emotions associated with
these obstacles or difficulties (Beseghi, 2021). In many cases, students were
initially afraid of or worried about activities involving SDH and especially AD
(extract 2). Their fear, anxiety, and worry were often caused by a lack of
confidence in their skills, in particular writing and speaking, despite their
advanced level of English, and by their fear of making mistakes (extract 3).
(2) I didn’t have any knowledge about AD, and, honestly, when I had
to do the first activity for this course what I felt is a state of anxiety.
The anxiety is due, perhaps, to the fact that I am not used to it, I am
just realizing that for me my sight sense is probably the most
precious and developed sense I use for everything.
(3) In the beginning, I felt lost because I didn't know what to analyze,
having never done this type of exercise I was afraid of making
mistakes.
However, all the diaries show a clear shift in students’ emotions, which
become more positive as they carry out the practical activities. Feelings of
anxiety, fear, and worry shift to greater self-confidence, together with a sense
of satisfaction and even pride (extract 4).
(4) I wasn’t sure I would be able to carry out the activities proposed
in this course. I was very worried at the beginning. I’m a perfectionist
and I never want to fail. Now the course is almost over, and I’m proud
of what I did. I think my subtitles and my AD scripts have improved
in the last months. I feel satisfied.
Another aspect that was described in the diaries by a significant number
of students (75 %) is the fact that using software to carry out the activities can
be problematic, even intimidating at times. Indeed, some students (35 %)
wrote that they would prefer to receive more technical support during the
practical activities. Nevertheless, this difficulty was overcome by some
students thanks to teamwork and peer collaboration (extract 5).
(5) I am not very good at learning how to use new software. This
aspect was very scary for me at the beginning. However, once we
started the practical activities together, working with my classmates
helped me overcome this fear.
The diaries also include several accounts of personal experiences (65
%), especially in relation to SDH and AD as well as MA in general. For
instance, a student reflected on how her mother’s partial deafness affected
her approach to media accessibility and how her awareness increased even
20 Subtitling for the Deaf and Hard of Hearing and Audio Description […]
Hikma 24 (Número especial II) (2025), 1 - 32
more by carrying out the tasks based on SDH (extract 6). Another student
explained that while attending the course, she told her friends and relatives
about the MA-based activities she was doing in class, trying to engage them
in the topic of media accessibility (extract 7).
(6) I feel this topic really close to me. I see everyday with my own
eyes what it means not to fully hear, or not hear at all when someone
speaks to you. My mum lost the hearing to her left ear when she was
three. This did not stop her from becoming a teacher and to achieve
her goals. Thinking about my mum’s experience and the struggles
she has sometimes, I appreciate even more media accessibility.
Now I enjoy watching films with SDH!
(7) I’m trying to involve my parents and my closest friends in media
accessibility. I think it’s important they know what SDH and AD are,
and they understand its importance in our society.
All the students wrote reflections and observations on the activities
carried out throughout the semester. As noted above, the participants
commented positively on the MA-based tasks proposed in the course. What
clearly emerges is a general positive evaluation of the activities, which are
considered motivating and interesting, albeit challenging (see also Talaván et
al., 2022). Some learners (65 %) felt the need to further explore topics that
were covered during the in-class activities, for example by watching other
episodes of the TV shows used in class to find out which strategies had been
applied in SDH and/or AD, also paying attention to linguistic aspects (extract
8).
(8) I didn’t expect Stranger Things to be such a big feature in the
course; but after watching it entirely (and loving it), I completely get
the point. It’s challenging to make subtitles for a program like that,
especially if we bear in mind that sounds and music from the 80s
have weird codes in terms of wording that only a true nerd can
detect. Season 4 is surely the most challenging, having tons of
sounds and atmospheres to be subtitled. While watching a clip from
the first episode, I even noticed a mistake in the written lyrics of Kate
Bush’s “Running Up That Hill”: the first line says, “it doesn’t hurt me”;
the lyrics read, “it didn’t hurt me”.
A further interesting aspect that frequently characterises the diaries
analysed is the description of additional activities carried out spontaneously
and independently by the students (68 %). These activities involved both
watching audiovisual programmes with SDH and/or AD (extract 9) and
creating SDH and AD for specific scenes chosen by the students (extract 10).
(9) Speaking of AD, out of curiosity I watched A Quiet Place (with
subs as well) on Netflix to understand how it works. The plot needs
Micol Beseghi 21
Hikma 24 (Número especial II) (2025), 1 - 32
the protagonists not to speak nor make any noise, or the creatures
persecuting them will find them. If it wasn’t for AD, I don’t think I
would’ve followed the movie nor enjoyed it. Every gap was perfectly
filled in, I didn’t even notice the describer was there: it’s as if the
whole movie was purposely made for AD.
(10) I made the AD script for the first scene of Doctor Sleep to see
how the introduction of the villain could be described, and I must say
it was tricky. I couldn’t include all the elements that I wanted to
describe, since basically there was no time.
Furthermore, some students decided to focus on scenes characterised
by taboo language, violence, sex, and multilingualism in order to challenge
themselves in the subtitling and description of potentially disturbing or
challenging elements. Among the 15 students who reported additional
activities in their diaries, nine of them practised both AD and SDH, three only
created SDH and the other three students only practised AD.
Finally, an interesting feature that characterises all the students’ diaries
concerns their perceived improvement in foreign language skills. All the
participants reported that they felt more confident in a variety of skills, both
receptive and productive, written and oral. In addition, they perceived
improvements in lexical skills as well as intralingual and intersemiotic
translation. Their comments particularly highlight their awareness of mediation
skills, not only at the intralingual level but above all at the intersemiotic level,
as they emphasise that both the SDH tasks and AD tasks enabled them to
improve their ability to turn sounds and images into words (extract 11).
(11) Before attending this course, I never thought about the
necessity of describing sounds for SDH and images for AD. This
kind of activity is very challenging but also very rewarding. I feel have
new skills now which are not only linguistic, but also related to other
aspects of translation.
4. FINDINGS AND DISCUSSION
This section focuses on the discussion of the findings that emerged
from the analysis of the responses given by the participants in the two
questionnaires and of the learner diaries. Emphasis will be placed on how
learning is experienced by the participants and how the learning experience
related to AD and SDH is perceived and narrated.
4.1. Questionnaires
As far as the pre-questionnaire is concerned, students’ responses
highlighted that they were aware of what SDH is and most of them (70 %) had
watched audiovisual programmes with SDH before attending the course. On
22 Subtitling for the Deaf and Hard of Hearing and Audio Description […]
Hikma 24 (Número especial II) (2025), 1 - 32
the contrary, in the case of AD, while almost all participants (95 %) knew what
it is, most of them (82 %) had never watched an audiovisual programme with
AD. In the post-questionnaire 90% of the students stated that their idea of both
SDH and AD had changed after attending the course: this seems to show that
carrying out SDH and AD tasks led them to a different perception of two MA
modes that they did not know or only knew from a passive perspective.
The post-questionnaire brought to light some interesting results
concerning students’ perception of the didactic application of SDH and AD: 1)
they found challenging aspects in both SDH and AD tasks, with AD posing
more difficulties; 2) they perceived an improvement in their foreign language
skills, as a result of both passive and active SDH and AD tasks; 3) they were
enthusiastic about SDH and AD tasks, with the majority claiming that they
would continue watching programmes with SDH and AD as well as creating
SDH and AD for videos even after the end of the course, with some students
expressing their will to use DAT in their future professional career.
The most challenging aspects of SDH and AD underlined by students
are summarised in Table 3:
Most challenging aspects of SDH:
- description of sound effects,
music and paralinguistic
features (86 %);
- respecting space/time
constraints and
synchronisation (48 %);
- using subtitling software (43
%);
- providing d/Deaf and hard-of-
hearing people with the same
experience as that of a
hearing person (38 %).
Most challenging aspects of AD:
- finding space for the description
(86 %);
- choosing the most salient
elements (86 %);
- selecting the appropriate
vocabulary (76 %);
- being objective (71 %);
- being creative (67 %);
- finding a balance between
saying too much and not saying
enough (62 %);
- using clear, vivid and succinct
language (57 %);
- using dedicated software (53 %);
- using the right intonation when
delivering the AD script (52 %);
- rendering camera work and film
language (33 %).
Table 3. Most challenging aspects of SDH and AD
Source. Elaborated by the author
In both cases, students emphasised the difficulties related to using
specific software. This finding is in line with the study by Talaván (2019) which
emphasised the challenge of using subtitling software, especially at the
Micol Beseghi 23
Hikma 24 (Número especial II) (2025), 1 - 32
beginning of a course or project, but also the enhancement of students’ ICT
skills. Students found more challenges in AD tasks, and this corroborates
previous studies (Bausells-Espín, 2022; Lertola & Talaván, 2022; Talaván &
Lertola, 2016; Talaván et al., 2022). Moreover, students’ responses seem to
confirm the importance of fostering Film Literacy in FLL, as advocated by
Herrero and Escobar (2018).
In terms of perceived improvement, Table 4 reports the skills that were
improved thanks to passive SDH and AD as perceived by the participants:
Improved English language skills thanks
to passive SDH:
- reading skills (95 %);
- vocabulary (86 %);
- idiomatic expressions (76 %);
- grammar (67 %);
- orthography (67 %);
- listening skills and
pronunciation (57 %).
Improved English language skills thanks
to passive AD:
- vocabulary (100 %);
- listening skills (95 %);
- understand film language (33
%);
- follow the plot and character
development (29 %).
Table 4. Improved English language skills thanks to passive SDH and AD
Source. Elaborated by the author
Table 5 reports the skills that were improved thanks to active SDH and
AD as perceived by the participants:
Improved English language skills thanks
to active SDH:
- vocabulary (100 %),
- listening skills (95 %)
- writing skills (95 %),
- conciseness (86 %)
- creativity (81 %)
- intralingual translation skills
(67 %)
- focusing on different channels
while using the language (52
%)
- technology skills (33 %).
Improved English language skills thanks
to active AD:
- writing skills (100 %),
- speaking skills, pronunciation
and prosody (100 %),
- vocabulary (100 %)
- descriptive language (95 %).
- creativity (95 %)
- succinct and evocative
language (90 %),
- intersemiotic translation skills
(76 %)
Table 5. Improved English language skills thanks to active SDH and AD
Source. Elaborated by the author
As far as SDH is concerned, the findings described in Table 5 are
mostly in line with the results obtained by Talaván (2019). Moreover, a
significant number of students emphasised their perceived increased ability to
translate at an intralingual level. This is perhaps due to the fact that Italian
24 Subtitling for the Deaf and Hard of Hearing and Audio Description […]
Hikma 24 (Número especial II) (2025), 1 - 32
students are normally more used to interlingual translation, so practising a
form of mediation at an intralingual level was an opportunity for them to widen
their translation skills.
As far as AD is concerned, the findings reported in Table 5 substantiate
the results of previous studies on didactic AD that have focused on the
development of speaking skills (Talaván & Lertola, 2016) as well as lexical
and writing skills (Calduch & Talaván, 2018; Ibáñez Moreno & Vermeulen,
2013; 2014). Furthermore, several students emphasised that they gained
intersemiotic translation skills. This widespread perception seems to go hand
in hand with the perception regarding intralingual translation skills. It could be
argued that SDH and AD help students to broaden their approach to
translation by applying the two forms of translation that are perhaps least
practised at an educational level, the intralingual and intersemiotic ones.
Moreover, 10 students (48 %) stated that they would like to propose
SDH and AD tasks in their future teaching. This perception further supports
the idea promoted by Lertola and Talaván (2022, p. 148), who advocate for
“the systematic application of didactic AVT in the training of future teachers”.
4.2. Learner diaries
In terms of the findings that emerged from the analysis of learner
diaries, it was possible to identify some perceptions that highlight several
benefits in the integration of MA-based tasks in an EFL context.
Looking at students’ diaries from a chronological perspective, their texts
show greater linguistic accuracy and more varied vocabulary, which indicates
greater confidence in their writing skills. This finding corroborates the results
of previous research that identified the benefits of AD and SDH with regard to
written production and lexical skills (Bausells-Espín, 2022; Calduch &
Talaván, 2018; Ibáez Moreno & Vermeulen, 2013; Talaván, 2019; Talaván
et al., 2022; Walczak, 2016).
Motivation, enjoyment, and engagement are clear advantages that
characterise SDH and AD tasks. Indeed, all the participants emphasised that
the course contents were interesting, entertaining, and motivating for them.
This finding is in line with previous research (e.g., Bausells-Espín, 2022;
Lertola, 2019; Talaván, 2020). Furthermore, the diaries include the description
of positive emotions and feelings such as satisfaction, pride, and self-
confidence. The diaries show how students became increasingly autonomous
learners, proven by the fact that they carried out additional activities
spontaneously and independently, which emphasises the motivating nature of
MA-based tasks (Bausells-Espín, 2022; Lertola & Talaván, 2022; Talaván et
al., 2022).
Micol Beseghi 25
Hikma 24 (Número especial II) (2025), 1 - 32
Students also commented their greater media accessibility awareness,
which is in line with what Talaván et al. (2022) observed. Additionally,
students’ accounts of personal thoughts and experiences illustrate how the
integration of MA tasks in FLL can promote accessibility and enhance
inclusion in the classroom and beyond, as advocated by previous studies
(Guedes, 2010; Fiorucci, 2017; Talaván et al., 2022).
Critical issues that emerged concern the presence of negative emotions
at the beginning of the project: fear, worry, and anxiety were reported by the
students in the first phase of the project. Nonetheless, these negative
emotions seem to have gradually disappeared, especially thanks to peer
collaboration and the instructor’s support. Another critical issue concerns the
use of software, described by some students as an aspect that worried them
and made them feel anxious. This finding suggests that more technical
support should be provided to lower technology-related anxiety and confirms
what Lertola and Talaván (2022) and Talaván et al. (2022) observed.
Finally, a significant number of students (80 %) reflected on the
educational value of MA-based tasks, stating that they would consider
implementing SDH and AD activities in their future classes when they become
foreign language teachers. This finding further supports the results of the
study by Lertola and Talaván (2022), which highlight the growing need to train
future foreign language teachers in the didactic application of AVT and MA.
CONCLUSIONS
This article has presented an exploratory study investigating students’
opinions and perceptions of SDH and AD related activities in the context of an
English language course as well as their perceptions of their progress in
foreign language skills throughout the didactic project. After the analysis of the
relevant data, the following conclusions have been drawn: 1) all the
participants emphasised that the activities related to SDH and AD motivated
and encouraged them to accept a challenge, especially thanks to peer
collaboration; 2) their awareness of and interest in media accessibility
increased significantly. This is particularly evident in their diaries, where they
reflected on the role of MA not only in learning settings, but also in society at
large; 3) all the participants perceived they had improved in their foreign
language skills; this included reading, listening, writing, vocabulary, grammar,
pronunciation, and prosody, thanks to the use of both passive and active SDH
and AD; 4) a widespread perception concerns the development of intralingual
and intersemiotic translation skills, which suggests that SDH and AD help
students to broaden their approach to translation beyond the interlingual
perspective.
26 Subtitling for the Deaf and Hard of Hearing and Audio Description […]
Hikma 24 (Número especial II) (2025), 1 - 32
The participants’ responses to the questionnaires and their free
comments in the learner diaries highlighted several positive aspects of SDH
and AD combined in the EFL classroom. However, a few critical issues have
also emerged. First, using software both in and outside the classroom can be
challenging. Some students had initial difficulties with getting acquainted with
the software recommended for the activities. They reported these problems in
their diaries, showing some frustration and anxiety at times. Nevertheless,
they also underlined that working in teams helped them overcome technical
issues. Another potential obstacle is the fact that for some students AD was
particularly challenging: they found script writing more demanding since they
had to “start from scratch” and did not have a verbal source text at their
disposal. In addition, they encountered some difficulties when they had to
deliver the AD script orally, as not all of them felt at ease with this part of the
task. However, all the students expressed positive opinions about both SDH
and AD activities. Some of them could not indicate a preference between the
two in the post-questionnaire as both MA modes helped them develop
integrated and transferable language skills.
In conclusion, the didactic project can be considered successful since
all the participants gave positive feedback and most students expressed their
will to continue to practise both SDH and AD. The participants perceived they
had improved in various language skills, which also increased their confidence
and motivation. Indeed, the analysis of their diaries confirmed greater
accuracy and variation in terms of language use. Moreover, several
participants expressed their willingness to apply SDH and AD tasks in their
future teaching profession, which denotes the need to train future language
teachers in didactic AVT, as already emphasised by Lertola and Talaván
(2022) and Talaván and Tinedo-Rodríguez (2024).
As underlined by Bausells-Espín (2022, p. 172), student perceptions
can be seen as sources of valuable information in themselves: having access
to students’ thoughts and perceptions provides data about which learning
outcomes can be expected from AVT-based tasks and “how to minimise
limitations and maximise learning potential”.
The main limitation of the present study concerns the small number of
participants involved in the project. Further research could engage in studies
on a larger scale with quantitative and qualitative data in order to fully explore
the pedagogical value of SDH and AD as integrated activities in FLL.
Moreover, additional studies are needed to investigate the didactic application
of SDH and AD with different levels of proficiency.
The implications of the present study are in line with previous research
(e.g., Bausells-Espín, 2022; Bolaños García-Escribano & Ogea Pozo, 2023;
Micol Beseghi 27
Hikma 24 (Número especial II) (2025), 1 - 32
Lertola & Talaván, 2022; Navarrete & Bolaos García-Escribano, 2022;
Talaván et al., 2022) and indicate that didactic projects of this kind have the
potential to support the systematic application of didactic MA in the context of
FLL.
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FILMS AND TV SHOWS
Frankel, D. (Director). (2006). The Devil Wears Prada [Film].
Ehrlich, P., & Reed, J. (Creators). (2020). My Octopus Teacher
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Astley, N., & Baker, M. (Creators). (2004-). Peppa Pig [Animated series].
Frank, S., & Scott, A. (Creators). (2020). The Queen’s Gambit [Tv show].
Fletcher, D. (Director). (2019) Rocketman [Film].
Duffer, M., & Duffer, R. (Creators). (2016-). Stranger Things [Tv show].
WEB PAGES
BBC. (2022). Subtitle Guidelines. https://www.bbc.co.uk/accessibility/forprod
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Netflix. English Timed Text Style Guide. https://partnerhelp.netflixstudios.co
m/hc/en-us/articles/217350977-English-Timed-Text-Style-Guide
Netflix. Audio Description Style Guide v2.5. https://partnerhelp.netflixstudios.
com/hc/en-us/articles/215510667-Audio-Description-Style-Guide-v2-5
