ISSN: 1579-9794
Hikma 24 (Número especial II) (2025), 1 - 47
The TRADILEX Project: students’ L2 improvements based
on didactic audio description and SDH
El Proyecto TRADILEX: mejoras de estudiantes de L2
basadas en AD y SpS didácticos
JOSÉ JAVIER ÁVILA-CABRERA
jjavilacabrera@flog.uned.es
Universidad Nacional de Educación a Distancia
ANTONIO ROALES RUIZ
aroales@ucm.es
Universidad Complutense de Madrid
Fecha de recepción: 10/07/2024
Fecha de aceptación: 21/04/2025
Abstract: Didactic audiovisual translation (DAT) is an emerging discipline that
has gained a solid position within academia given the growing number of
publications, research studies and academic interest shown by scholars and
lecturers in recent years (Lertola, 2019a; Sokoli & Zabalbeascoa, 2019;
Talaván, 2020). However, it is in the field of accessibility, that is, didactic audio
description (AD) (Calduch & Talaván, 2018; Navarrete, 2018) and didactic
subtitling for the d/Deaf and the-hard-of hearing (SDH) (Talaván, 2019b),
where fewer studies have been carried out. This paper presents the
TRADILEX Project (Talaván et al., 2023), which focuses on the assessment
of didactic AD and didactic SDH as educational tools in the scope of foreign
language learning (FLL). The goal of this study is to highlight the benefits of
using accessibility modes for the enhancement of integrated linguistic skills,
exploring intercultural contexts and accessibility awareness through the use
of authentic materials, audiovisual language, ICT tools, and multimodal
learning. This experiment was implemented online at UNED Idiomas, the
Language Centre of the UNED (Spain), during the 2021-2022 academic year.
Although the participants were also exposed to a variety of DAT modes, this
paper specifically looks into the potential of didactic AD and didactic SDH as
accessibility modes that can provide researchers and students with tools to
enhance integrated linguistic skills, raise interest in cultural awareness, and
promote media accessibility.
Keywords: Didactic audiovisual translation (DAT), Didactic audio description,
Didactic SDH, Foreign language learning (FLL), Integrated linguistic skills
10 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Resumen: La traducción audiovisual didáctica (TAD) es una disciplina
emergente que ha logrado una posición sólida dentro de la academia dado el
número creciente de publicaciones, los estudios llevados a cabo y el interés
académico mostrado por académicos y docentes universitarios en los últimos
años (Lertola, 2019a; Sokoli & Zabalbeascoa, 2019; Talaván, 2020). Sin
embargo, en el ámbito de la accesibilidad, es decir, la audiodescripción (AD)
didáctica (Calduch & Talaván, 2018; Navarrete, 2018) y los subtítulos para
sordos (SpS) didácticos (Talaván, 2019b), todavía hay escasez de estudios.
Este artículo presenta el Proyecto TRADILEX (Talaván et al., 2023), centrado
en la audiodescripción (AD) didáctica y los subtítulos para sordos (SpS)
didácticos como herramientas educativas en el ámbito del aprendizaje de
lenguas extranjeras (ALE). El objetivo de este estudio es poner de relieve los
beneficios del uso de modalidades de accesibilidad para la mejora de
destrezas lingüísticas integradas, para explorar contextos interculturales y
para la concienciación en torno a la accesibilidad a través del uso de
materiales auténticos, lenguaje audiovisual, herramientas TIC y aprendizaje
multimodal. Este experimento se implementó, en línea, en UNED Idiomas, el
centro de lenguas de la UNED (España), durante el curso 2021-2022. Aunque
los participantes estuvieron expuestos a otras modalidades de TAD, este
artículo se centra principalmente en el potencial de la AD didáctica y los SpS
didácticos, como modalidades de accesibilidad que pueden ofrecer a
investigadores y aprendientes herramientas que permitan la mejora de las
destrezas lingüísticas integradas, fomenten la concienciación cultural y
promuevan la accesibilidad de los medios.
Palabras clave: Traducción audiovisual didáctica (TAD), Audiodescripción
didáctica, SpS didácticos, Aprendizaje de lenguas extranjeras (ALE),
Destrezas lingüísticas integradas
INTRODUCTION
The integration of active audiovisual translation (AVT) in the foreign
language learning (FLL) setting has been put into practice, used in
experiments in the classroom, and grown more popular in the last few
decades thanks to the research conducted in this field (Incalcaterra
McLoughin et al., 2018; Talaván & Lertola, 2022; Bolaños García-Escribano
& Ogea Pozo, 2023; Talaván et al., 2023). In this context, students can
engage in a multidisciplinary approach, far from traditional FLL
methodologies. This pedagogical practice is currently known now as didactic
audiovisual translation (DAT) (Talaván, 2020), with which learners are
exposed to active AVT modes, such as didactic subtitling, voice-over,
dubbing, audio description (AD), and subtitling for the d/Deaf and the-hard-of
hearing (SDH).
José Javier Ávila-Cabrera and Antonio Roales Ruiz 11
Hikma 24 (Número especial II) (2025), 1 - 47
The research conducted in the field of DAT has revealed its positive
impact on different skills, such as written production (Talaván et al., 2016),
written reception (Incalcaterra McLoughlin & Lertola, 2014), oral production
(Sánchez-Requena, 2018; Ávila-Cabrera, 2022), oral reception (Talaván &
Rodríguez-Arancón, 2014), vocabulary (Lertola, 2019b), intercultural
competence and awareness (Rodríguez-Arancón, 2023a, 2023b), creativity
(Talaván, 2019a; Romero-Fresco & Chaume, 2022), mediation skills (Bolaños
García-Escribano & Navarrete, 2022; Talaván & Rodríguez-Arancón, 2024),
multilingual competence (Martínez-Sierra, 2021; Baños et al., 2021; Marzà et
al., 2022), ICT skills (Hornero Corisco et al., 2023), and in providing
accessibility (Navarrete, 2018, 2020; García-Muñoz Vizcaíno & Díaz Alarcón,
2025) in FLL with a more prominent presence, among others.
This paper reviews the literature of DAT of the last few decades and
brings to the fore the results derived from the TRADILEX Project implemented
at UNED Idiomas (Spain), the UNED language centre, during the 2021-2022
academic year.
1. DIDACTIC AUDIOVISUAL TRANSLATION
Several research projects on AVT have become milestones in the FLL
scope. Firstly, Levis (Learning via Subtitling- LvS, 2006-2008) (Sokoli,2006).
Secondly, ClipFlair (Foreign Language Learning through Interactive Revoicing
and Captioning of Clips, 2011-2014) (Sokoli, 2018). Thirdly, Babelium Project
(2013-2015) (Pereira Varela, 2014). Fourthly, SubLanlearn (Subtitles and
Language Learning) (European Commission, 2014). Fifthly, PluriTAV
(Audiovisual Translation as a Tool for the Development of the Multilingual
Competence in the Classroom, 2017-2019) (Martínez Sierra, 2021). Sixthly,
TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign
Language Education, 2020-2023) (Talaván et al., 2023). All these
(inter)national projects have significantly contributed to the growth of AVT and
DAT expanding the field studies, publications and reach.
DAT has explored multidisciplinary studies implemented with a variety
of students, from university undergraduates (Talaván & Ávila-Cabrera, 2015;
Rodríguez-Arancón, 2023c; Rodríguez-Arancón & Ávila-Cabrera, 2025) to
students from secondary (Ávila-Cabrera, 2018; Bobadilla-Pérez & Carballo de
Santiago, 2022), primary (Fernández-Costales, 2017, 2021) and infant
education students (Lertola, 2021). DAT tasks have even been implemented
with teachers from different levels and languages, that is, primary, secondary
and tertiary (Alonso-Perez & Sanchez Requena, 2018; Veroz-González,
2020). The English for Specific Purposes (ESP) scope has also benefitted by
the implementation of DAT methodologies as proven by different studies in
business English communicative (written and oral) skills (Talaván, 2006;
12 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Ávila-Cabrera, 2021, 2022; Ávila-Cabrera & Corral Esteban, 2021), written
skills in English for tourism (Ávila-Cabrera & Rodríguez Arancón, 2021), and
listening comprehension in technical English (González-Vera, 2021). Even
following a medical oriented approach, Fernández-Costales and Talaván
(2022) conducted a pioneering study of DAT in healthcare, as shown by Ogea
Pozo and Botella Tejera (2022). As pinpointed by Tinedo-Rodríguez and
Talaván (2023), albeit some studies support the potential of DAT
methodologies with experimental and authorised studies (Talaván et
al., 2023), one of the related fields that lacks more attention is that of teacher
training (Tinedo-Rodríguez, 2022) in this didactic field.
Media accessibility is also gaining more and more interest thanks to the
research conducted by scholars (Bolaños García-Escribano et al., 2022), who
highlight its didactic presence in the language classroom. Regarding AD,
Gómez Perez and Roales Ruiz (2019) propose a didactic methodology based
on a technical solution supported by a specific software program (LRN-2AD),
which has been purposely designed by Roales Ruiz for the didactics of AD. In
the field of DAT, diverse authors have conducted experimental studies in
didactic AD. Among some of those are Calduch and Talaván (2018), who
evaluate AD tasks for students of Spanish as a foreign language in order to
foster vocabulary and syntactic acquisition and accuracy. Ibáñez Moreno and
Vermeulen (2014) also describe the didactic use of AD for the Spanish as a
foreign language students’ competence development. Talaván and Lertola
(2016) use didactic AD for the promotion of oral production skills in an online
context with students of tourism. Navarrete (2018, 2020) has devoted
extensive attention to the use of active AD for the improvement of oral skills
in FLL. Within the TRADILEX Project, Plaza-Lara and Gonzalo Llera (2022)
conducted a pilot study on AD which proved that there are positive outcomes
shown by B1 English participants in their oral production skills after having
been exposed to these tasks through lesson plans. Navarrete and Bolaños
García-Escribano (2022) look into the benefits of using didactic AD within the
TRADILEX Project as well. Their study discusses the lesson plans created for
the project by focusing on one AD practice for B2 English students,
highlighting how to integrate this DAT mode and the benefits for both linguistic
and mediation skills. Another recent study, by Torralba and Pintado (2024),
aims for the integration of didactic AD and mediation for the teaching of
Spanish as an L2.
With regard to SDH, this field has been delved into by numerous
scholars. Herrero et al. (2017) offer a methodological proposal including SDH,
apart from film literacy and AD, to be used in the FLL setting. In an online
study, Talaván (2019b) describes students’ positive outcomes derived from
the use of SDH in integrated skills tasks that deal with written production,
José Javier Ávila-Cabrera and Antonio Roales Ruiz 13
Hikma 24 (Número especial II) (2025), 1 - 47
listening comprehension and lexical creativity in the teaching innovation
project SubLITE (Subtitles for the deaf and hard of hearing to improve
LIstening and wriTing skills in foreign language Education). Bolaños García-
Escribano and Ogea Pozo (2023) assess the validity of didactic SDH as a
media accessibility tool for FLL, as part of the TRADILEX Project,
emphasising the enhancement of mediation skills in media accessibility and
FLL.
2. THE TRADILEX PROJECT
The TRADILEX Project was funded by the Spanish Government,
Science, and Innovation Ministry and conducted during the years 2020 and
2023 at the UNED (from 1 June 2020 to 31 May 2023), with Talaván as the
PI. There were 12 national universities involved in the project, along with the
international ones: University College London, Sheffield Hallam University
and Hellenic Open University. Apart from scholars from all of them, the
participants were enrolled in some national language centres from public
universities in B1 and B2 English courses. During the 2021 summer, all the
five DAT modes were piloted in different schools of languages from the UNED,
Universidad de Zaragoza, Universidad de Córdoba, and Universidad de Jaén,
so that improvements could be implemented after observation of the
participants’ outcomes. The potential of the TRADILEX Project lies in the fact
that it aims to promote a methodological proposal for FLL with the combination
of DAT tasks, the main goal being to elevate and note the improvement of
integrated linguistic and mediation skills, advocating for cultural awareness
and media accessibility.
This paper, in particular, examines the implementation of the DAT tasks
paying special attention to two of the media accessibility modes of didactic AD
and SDH. To this end, the students from UNED Idiomas (the UNED language
centre) participated in the project from 2021 to 2022. These students were
divided into two main groups: B1 and B2 English students. In each of the
groups, another division was implemented as we counted on an experimental
group (EG), who worked on the Initial Test of Integrated Skills (ITIS), DAT
tasks -as the experimental tool-, and Final Test of Integrated Skills (FITIS),
and the control group (CG) -working on the ITIS, videos, and FITIS-. Thanks
to this project and the numerous publications produced out of it (Bolaños
García-Escribano & Ogea-Pozo, 2023; Fernández-Costales et al., 2023;
Rodríguez-Arancón & Tinedo-Rodríguez, 2023; Sánchez-Requena et al.,
2022; Bolaños García-Escribano et al., 2024), we can state the phrase DAT
(didactic audiovisual translation) has been integral in the fields of AVT and
FLL.
14 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
The way the project was designed and implemented is explained in the
following sections.
2.1. The B1 experimental group
The B1 EG could access the platform so that they could firstly read the
general instructions on what was expected from them, the ITIS and FITIS and
the lesson plans to be completed in the middle of both tests. A tutorial,
presented through genially, was used for both the B1 and B2 EG.
In the first place, the B1 EG members had to submit a questionnaire to
acknowledge their willingness to participate in the project. All the tasks created
for the group follow the B1 level as established by the Common European
Framework of Reference for Languages (CEFR) (Council of Europe, 2001).
Secondly, there was an Initial Test of Integrated Skills (ITIS B1) (Couto-
Cantero at al., 2021), which had 4 sections of 30 minutes each. These
sections dealt with oral reception, written reception, oral production, and
written production. This way, the researchers could have some diagnostic
information of each of the participants before being exposed to DAT tasks.
Then there were 3 lesson plans per DAT mode that were aimed at boosting
different integrated linguistic and mediation skills. These tasks were carried
out through didactic subtitling (weeks 2-4), voice-over (weeks 5-7), dubbing
(weeks 8-10), AD (weeks 11-13), and SDH (weeks 14-16). All the tasks were
designed and implemented in a scaffolded manner so that the level of difficulty
increased as long as the participants made progress in their tasks. Every
single lesson plan had each corresponding phrase, description and objective
(Talaván & Lertola, 2022, p. 28). In addition, the lesson plans were aimed at:
developing “audiovisual reception and production skills”, “audiovisual
mediation skills,” enhancing “grammar, lexical, and intercultural competence”,
“transferable ICT skills”, and promoting “creativity within the L2 context” and
enhancing “motivation towards the foreign language” (Talaván & Lertola,
2022, p. 29). Last, the participants completed the FITIS, which was designed
in the same format as the ITIS.
In terms of research design, while the ITIS and FITIS were administered
in order to observe whether the participants experienced some improvements
in their integrated (oral reception, written reception, oral production, and
written production) skills, the lesson plans were aimed at exposing students
to DAT tasks with the aim of making a positive impact on the aforementioned
skills.
2.1.1. B1 Lesson plan on didactic AD
The students firstly need to read the tutorial on AD, the software
program recommended was Screencastify and Lightworks. Then, they had to
José Javier Ávila-Cabrera and Antonio Roales Ruiz 15
Hikma 24 (Número especial II) (2025), 1 - 47
complete the three lesson plans, structured based on warm-up, DAT and post-
task tasks. The duration of each lesson plan was 60 minutes. The first one
(LPAD1, titled ‘The Right Way’) concerns audio describing half of the clip and
the linguistic combination is English-English. The second one (LPAD2, titled
‘Pip’) centres its attention on the production of AD of a 1-minute video. The
transfer is no dialogue-English. In the third one (LPAD3, titled ‘Too Quick to
Judge) the students audio describes a video with short dialogue exchanges in
a way that the AD is present when there is no dialogue. The combination is
(English-English) intralingual.
2.1.2. B1 Lesson plan on didactic SDH
The three lesson plans on didactic SDH, following the structure of the
previous didactic AD (see section 2.1.1) require students to subtitle video
tracks considering the paralinguistic information needed for accessibility for
people with a hearing-impairment or deaf people. In this mode, the software
program suggested was Aegisub and SubtitleEdit. To this end, each of the
lesson plans was designed to last 60 minutes, although it is taken for granted
that students might have needed longer the first time in order to watch the
tutorial first and then get familiar with the recommended software program The
first lesson plan (LPSDH1, titled ‘Tangled’) is devoted to fill-in-the gap subtitles
to become familiar with this DAT mode, the linguistic combination being
English-English. In the second lesson plan (LPSDH2, titled ‘Come prepared’),
the participants needed to complete 1-minute SDH subtitles with the spotting
already prepared. The linguistic combination was again (English-English)
intralingual. In the third lesson plan (LPSDH3, titled ‘New boy’), participants
created their subtitles by translating from English to Spanish and carried out
the spotting.
2.2. The B1 control group
The B1 control group (CG) was offered the participation in a 25-hour
course designed within the TRADILEX Project that started in November 2021
and finished in March 2022. It had 15 lesson plans, each with a 1-hour duration
so that participants could work on a short video. The platform used was
common for all groups involved in the project. At the beginning, the
participants filled out the ITIS composed of 4 parts: oral reception, written
reception, oral production and oral reception. Each section lasted 30 minutes,
that is, completing the ITIS entailed 2 hours of work. Then the participants
worked on 15 videos that had been previously used for the lesson plans of the
EG. From videos 1 through 8, they had Spanish subtitles, but from video 9
onwards, this extra help was not included. After having completed all multiple-
question tasks related with the videos, the participants finally completed the
16 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
FITIS, also composed of the same sections as the ITIS. Thus, the total amount
devoted to both tests was 2 hours.
2.3. The B2 experimental group
The design of the activities for the B2 EG was similar to the B1 EG tasks
in structural and temporal terms (see section 2.1), with the exception of their
level of difficulty which was adapted to the B2 level of the CEFR (Council of
Europe, 2001). The students accessed the same platform as the B1 EG. Then
they were encouraged to read a guide with instructions. After the submission
of a questionnaire to confirm their participation in the project, they had to
devote 2 hours of work to complete the ITIS, also composed of the 30-minute
sections in oral reception, written reception, oral production, and written
production. The timeline to complete the lesson plans was similar to the B1
EG, that is, didactic subtitling, during weeks 2-4; voice-over, during weeks 5-
7; dubbing, during weeks 8-10; AD, during weeks 11-13; and SDH, during
weeks 14-16. The layout of the lesson plans was also based on the B1 EG,
which focused on the phase, description and objective, as well as the learning
outcomes (Talaván & Lertola, 2022). Finally, the FITIS (B2) had to be
completed by the participants to complete all the proposed tasks of the project.
Again the observation of the participants’ progress from the ITIS to the
FITIS could allow us to corroborate or refute some integrated linguistic skills
through their exposure to DAT tasks.
2.3.1. B2 Lesson plan on didactic AD
Before the participants had to deal with the three 60-minute-lesson
plans of every didactic sequence, they were advised to watch the AD tutorial
made with genially. All lesson plans included several sections, such as warm-
up tasks, the DAT tasks and the post AVT-tasks. As for the first lesson plan
(LPAD2, titled ‘Eggs change’), the DAT task entailed audio describing the
second half of the clip, the first half having been previously audio described to
help the participants. The linguistic combination was English-English. In the
second one (LPAD2, titled ‘Pip’), the participants had to create the AD of the
whole 1-minute video clip, although the linguistic combination was no
dialogue-English. Finally, the third lesson plan (LPAD3, titled ‘Too Quick to
Judge’) increased its level of difficulty as the participants would produce the
AD for a video with short dialogue exchanges, so the audio descriptions
needed to cover the voice gaps. The language combination was (English-
English) intralingual.
José Javier Ávila-Cabrera and Antonio Roales Ruiz 17
Hikma 24 (Número especial II) (2025), 1 - 47
2.3.2. B2 Lesson plan on didactic SDH
The participants were again exposed to the completion of three 60-
minute lesson plans, whose content was similar to DAD B2. With regard to the
first didactic SDH lesson plan (LPSDH, titled ‘In a heartbeat’), it concerned fill-
in-the-gap subtitling, so that the students could get used to SDH. The linguistic
combination was English-English. The second lesson plan (LPSDH2, titled
‘Who are you?’) dealt with the completion of the SDH of a 1-minute video
whose cuing had been already prepared. The language combination was also
English-English. The third lesson plan (LPSDH3, titled ‘The Mirror’) required
the students to create SDH for the whole video clip, having to cue the subtitles
and create them. The linguistic combination was also English-English.
2.4. The B2 control group
The B2 CG was offered the participation in the project in the same terms
as the B1 CG (see section 2.2.). First, students completed the ITIS. Next, they
dealt with the 15 videos that had been previously used for some lesson plans
of the EG. The only AVT mode present here was subtitles in Spanish to help
the participants understand the ST better from video 1 to video 8, the rest did
not offer this audiovisual help. The participants filled out the FITIS after the
completion of all video-related tasks.
3. METHODOLOGY
The methodology employed resorts to the validation of the improvement
of oral (see its rubric in Appendix 1) and written (see its rubric in Appendix 2)
production, and (oral and written) reception skills, ability to explore
intercultural contexts, and audiovisual accessibility awareness through
didactic sequences including DAT tasks, presented in a scaffolded manner
and in the form of lesson plans organised in different AVT modes. This section
clarifies the population under study, the instruments of data collection and the
research questions.
3.1. The population and the instruments of data collection
There is an aforementioned distinction of two main groups: B1 and B2
English students. In addition, in each of the groups, there is an EG (dealing
with DAT tasks as the experimental tool) and a CG (dealing with tasks based
on video watching and multiple-choice questions). Participants from both
groups had to complete the ITIS, elaborated by researchers of the project
(Couto-Cantero at al., 2021). Then there were 5 didactic sequences
composed of 3 lesson plans each on didactic subtitling, voice-over, dubbing,
AD, and SDH. Finally, the students had to complete the FITIS, also created
by researchers of the project, whose goal was evaluating the aforementioned
18 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
linguistic improvements, audiovisual mediation and cultural awareness. We
therefore made use of a mixed methods approach (Robson & McCartan,
2016); we made use of quantitative data (in terms of linguistic integrated tests,
and DAT tasks) and qualitative data (in terms of pre- and post-questionnaires
that were administered to the participants).
We paid special attention to the AD and SDH tasks as objects of study
as well. More information on the presentation of the didactic sequences can
be seen from the TRADILEX Platform Guidebook (INTECCA). As for the
presentation of didactic SDH, it can also be seen on the same website.
3.2. Research questions
In order to define the goals of this paper, the ensuing research
questions were established.
RQ1. Did the EG improve their integrated linguistic skills, increase their
awareness of accessibility importance, and their ability to navigate
intercultural contexts after their participation in the project?
This question will be firstly addressed by exploring the EG’s results from
their ITIS to FITIS. In this manner it will be proved whether or not their
exposure to DAT tasks improved their integrated linguistic skills. Also,
qualitative data provided by the EG post-questionnaire will allow us to
triangulate all the information gathered in this sense. Secondly, this qualitative
information will again allow us to observe the participants’ perceptions with
regard to their awareness of audiovisual accessibility and intercultural
contexts.
RQ2. Which group obtained better results in their integrated linguistic
skills, the EG or the CG?
The comparison of both groups, paying attention to their improvement
from the ITIS to the FITIS, will address this question.
RQ3. Did the EG obtain better results in their AD or SDH tasks?
This quantitative information will reveal differences between both DAT
tasks and we will be able to verify which mode benefitted the participants
more, AD (see the AD rubric on Appendix 3) or SDH (see the SDH rubric on
Appendix 4) tasks.
José Javier Ávila-Cabrera and Antonio Roales Ruiz 19
Hikma 24 (Número especial II) (2025), 1 - 47
4. DATA ANALYSIS
This section deals with all quantitative and qualitative data gathered
from the B1 and B2 students belonging to the EG and CG.
4.1. B1 group
The B1 group was divided into the EG (30 participants enrolled, but only
6 completed all tasks) and the CG (15 participants enrolled but 9 finished all
tasks). The focus of our study will give more attention to the EG in terms of
data results.
4.1.1. Experimental group (EG). Quantitative data: ITIS-FITIS
With the aim of observing the participants’ improvement in terms of oral
and written reception, and oral and written production, both the ITIS and FITIS
were evaluated. As Figure 1 shows, the marks (assessed from 0 to 10) can
be seen in accordance with the four skills under evaluation. Figure 2 shows
the marks obtained at the end of the experiment.
Figure 1. B1 ITIS Results
Source. Elaborated by the authors
20 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Figure 2. B1 FITIS Results
Source. Elaborated by the authors
As can be observed, oral reception improved in +1.23 points, written
reception in +0.16, and written production in +1.18, being the former the most
benefitted skill. However, in oral production there was a slight decrease of the
average in -0.06.
4.1.2. Experimental group (EG). Quantitative data: AD vs SDH
With AD and SDH being the accessibility modes chosen for the focus
of this paper, we examined the progress of the three lesson plans (on AD and
SDH) that the EG students made throughout their participation in the project.
Figure 3 and 4 compare those results.
Figure 3. B1 AD Results
Source. Elaborated by the authors
José Javier Ávila-Cabrera and Antonio Roales Ruiz 21
Hikma 24 (Número especial II) (2025), 1 - 47
Figure 4. B1 SDH Results
Source. Elaborated by the authors
What both Figures 3 and 4 show is that participants experienced a
negative progress in their results from Lesson Plan 1 to Lesson Plan 3. Thus,
in the AD tasks, students obtained a progress of -0.77 points and, as for SDH,
they reached -0.66. If we compare the average of AD (5.78 points) and in SDH
(6.74), we can observe participants attained better marks in SDH lesson plans
and a slight negative result in their progress.
4.1.3. Qualitative data (EG)
In order to gather the qualitative data from the B1 EG, we adopted a
Likert scale, based on six levels of measurement in an attempt to inspire the
students to make a choice and give more precise results, as follows: 1 (Totally
disagree), 2 (Strongly disagree), 3 (Disagree), 4 (Agree), 5 (Strongly agree),
and 6 (Totally agree). The data are presented below.
▪ Age Distribution
The results indicate that the most represented age group is “51 or
older,” comprising 50.00% of the participants. This group constitutes half of
the total sample. The second largest group is “41-50” years, representing
33.33% of the participants. Lastly, the “18-30” years group is the least
represented, with only 16.67% of the participants.
▪ Gender Distribution, Mother Tongue and English Level Certificates
The data show a higher female participation. 66.67% of the participants
identify as female, while 33.33% identify as male. The participants’ mother
tongue is predominantly Spanish (83.33%); by contrast, 16.67% reported
having both Spanish and Catalan as their native languages. Regarding
English level certificates obtained, the results show that most participants do
22 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
not have any certificates. 66.67% of the participants indicated that they do not
have any English level certificates, while the remaining 33.33% possess an
A2 level certificate. This may suggest limited education of English proficiency
within the sample.
▪ Participation in AVT Activities
None of the participants (0.00%) reported having engaged in AVT tasks
(e.g., subtitling, dubbing) in class to enhance their English learning.
▪ Impact of AVT Tasks on Listening Skills
Regarding the improvement in listening skills, 33.33% of the
participants totally agreed, and another 33.33% strongly agreed that AVT
tasks improved their listening skills. 16.67% agreed, and another 16.67%
disagreed.
▪ Impact of AVT Tasks on Speaking Skills
The tasks' impact on speaking skills was also positively noted, with
66.67% of the participants agreeing that AVT tasks improved their speaking
skills, and 33.33% totally agreeing. No participants disagreed.
▪ Impact of AVT Tasks on Reading Skills
The improvement in reading skills due to AVT tasks was reported by
50.00% of the participants who totally agreed, 33.33% who agreed, and
16.67% who strongly agreed.
▪ Impact on Writing Skills
In terms of writing skills, 50.00% of the participants totally agreed that
AVT tasks improved their ability to write in English, 33.33% agreed, while
16.67% disagreed, indicating a strong positive perception overall.
▪ Awareness of Audiovisual Accessibility Importance
Before participating in the project, 33.33% of the participants totally
agreed and 16.67% strongly agreed that they were unaware of the importance
of audiovisual accessibility for people with a hearing or visual impairments.
Another 33.33% agreed, while 16.67% disagreed, indicating increased
awareness due to the project.
▪ Improved Ability to Navigate Intercultural Contexts
Regarding their ability to navigate intercultural contexts after the
didactic sequence, 33.33% agreed, and 33.33% strongly agreed or totally
agreed that they could do so better. However, 16.67% strongly disagreed, and
16.67% disagreed, showing mixed responses in this sense.
José Javier Ávila-Cabrera and Antonio Roales Ruiz 23
Hikma 24 (Número especial II) (2025), 1 - 47
In summary, the participants’ satisfaction with DAT tasks was generally
high, with positive impacts on the four integrated linguistic skills. The answers
highlighted raised awareness about the importance of audiovisual
accessibility. The tasks also contributed to the improvement to navigate in
intercultural contexts. Additionally, these findings provide valuable insight into
the importance of media accessibility for all.
4.1.4. B1 Control group (CG)
The results derived from the CG based on their performance in the ITIS
and FITIS are shown in Figures 5 and 6.
Figure 5. B1 ITIS Results (CG)
Source. Elaborated by the authors
Figure 6: B1 FITIS Results (CG)
Source. Elaborated by the authors
24 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
As observed, regarding oral reception, they improved in +0.96 points,
in written reception in +0.18, in oral production in +0.55, and in written
production in +1.59, the latter skill being the most improved of all. The CG
worked different skills on 15 videos to balance the EG’s lesson plans done
during the development of the project. However, with regard to the CG’s
results, only the averages between the ITIS and FITIS are taken into account.
4.2. B2 groups
This section will deal with the performances of both the B2 EG (19
participants enrolled, but only 4 completed all tasks) and the CG (10 students
enrolled and only 5 submitted all tasks) during the experiment in similar terms
to the B1 group (section 4.1).
4.2.1. Experimental group (EG). Quantitative data: ITIS-FITIS
In order to see the EG’s improvement of the four skills under analysis,
Figures 7 and 8 provide us with relevant data.
Figure 7. B2 ITIS Results
Source. Elaborated by the authors
José Javier Ávila-Cabrera and Antonio Roales Ruiz 25
Hikma 24 (Número especial II) (2025), 1 - 47
Figure 8. B2 FITIS Results
Source. Elaborated by the authors
From the ITIS to the FITIS, the EG students improved their oral
reception in +1.51 points, their written reception in +0.82, their oral production
in +1.46, and their written production in +1.26. It can be observed that,
contrary to the B1 EG results, this group improved in all their skills.
4.2.2. Experimental group (EG). Quantitative data: AD vs SDH
If we pay attention to the results achieved in the accessibility lesson
plans, Figures 9 and 10 clearly show improvement.
Figure 9. B2 AD Results
Source. Elaborated by the authors
26 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Figure 10. B2 SDH Results
Source. Elaborated by the authors
Considering the tasks were presented in a scaffolded manner in terms
of difficulty, the B2 participants outcomes in the AD lesson plans moved from
6.83 to 6.23 points, that is, they had a setback of -0.6 points. With regard to
the lesson plans on SDH, they moved from 7.58 to 6.45. In other words, they
performance was also negative in -1.13. Thus, according to these data, SDH
seems to have been more challenging for them.
4.2.3. Qualitative data (EG)
In order to gather the qualitative data from the B2 EG, we adopted the
same scale based on six levels of measurement in an attempt to inspire the
students to make a choice and give more precise results (see section 4.1.3).
The results are presented as follows.
▪ Age Distribution
The age distribution among this group of participants is evenly spread
across four age brackets. Each age group, including 18-30, 31-40, 41-50, and
51 or older, comprises 25% of the participants.
▪ Gender Distribution, Mother Tongue and English Level Certificates
In terms of gender, there is a notable majority of female participants,
constituting 75% of the sample. By contrast, male participants make up only
25%. The participants’ native languages show a predominance of Spanish
speakers, with 75% identifying Spanish as their native language. The
remaining 25% reported Catalan as their mother tongue. When it comes to
English proficiency certificates, half of the participants (50%) had obtained a
B1 level certificate. Additionally, 25% had achieved a B2 level certificate, and
José Javier Ávila-Cabrera and Antonio Roales Ruiz 27
Hikma 24 (Número especial II) (2025), 1 - 47
another 25% has no English certification. These results suggest a varied
range of formal English proficiency within the group, with a significant portion
holding intermediate-level qualifications.
▪ Participation in Audiovisual Translation Activities
None of the participants (0%) have engaged in any audiovisual
translation activities, such as subtitling or dubbing, as part of their English
learning.
▪ Impact of AVT Tasks on Listening Skills
When assessing the impact of AVT tasks on listening skills, 50% of the
participants totally agreed that these tasks have improved their listening
abilities. Another 25% strongly agreed, and 25% agreed.
▪ Impact of AVT Tasks on Speaking Skills
For speaking skills, 25% of the participants totally agreed that AVT
tasks had improved their abilities, while 50% strongly agreed, and 25%
agreed.
▪ Impact of AVT Tasks on Reading Skills
Regarding reading skills, 25% of the participants totally agreed that AVT
tasks have improved their abilities, while 50% strongly agreed, and 25%
agreed.
▪ Impact on Writing Skills
For writing skills, 50% of the participants totally agreed that AVT tasks
had improved their writing skills in English, 25% strongly agreed, and 25
agreed.
▪ Awareness of Audiovisual Accessibility Importance
Before participating in the project, 75% of the participants totally agreed
that they were not aware of the importance of audiovisual accessibility for
individuals with hearing or visual impairments, and 25% strongly agreed.
▪ Improved Ability to Navigate Intercultural Contexts
Following the AVT tasks, 50% of the participants strongly agreed that
they could better navigate intercultural contexts, 25% totally agreed, and 25%
agreed.
All in all, these data reveal high levels of satisfaction with the AVT tasks.
Participants considered that these DAT tasks had notably improved their
listening, speaking, reading, and writing skills. The project has also
28 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
significantly increased awareness about the importance of audiovisual
accessibility, underscoring the broader educational benefits of integrating AVT
methodologies into language learning curricula. In addition, the ability to
explore other intercultural realities has been positively acknowledged.
4.2.4 B2 Control group (CG)
The CG’s performance in terms of their progress from the ITIS to the
FITIS is presented by Figures 11 and 12.
Figure 11. B2 ITIS Results (CG)
Source. Elaborated by the authors
Figure 12. B2 FITIS Results (CG)
Source. Elaborated by the authors
The CG was also implemented linguistic tasks based on the watching
of 15 videos that took place between the ITIS and FITS. Focusing on the
beginning and end of the project, the improvement of oral reception was +1.70
José Javier Ávila-Cabrera and Antonio Roales Ruiz 29
Hikma 24 (Número especial II) (2025), 1 - 47
points, in written reception +2.8, in oral production -1.88, and in written
production +1.16. Thus, there were positive outcomes in three skills with the
exception of oral production, which in the case of the EG was, nonetheless,
+1.46 points.
5. CONCLUDING DISCUSSION
The TRADILEX project implemented at UNED Idiomas is an elaborate
methodology bringing to the fore the positive aspects that DAT can offer in the
L2 class in an online environment, integrating linguistic, accessibility
awareness and intercultural skills, adding the challenge of assessing both B1
and B2 English students. Thus, after having analysed the quantitative and
qualitative data, the research questions are addressed as follows
distinguishing the results between the B1 and B2 participants.
RQ1. Did the EG improve their integrated linguistic skills, increase their
awareness of accessibility importance, and ability to navigate intercultural
contexts after their participation in the project?
▪ B1 EG
The B1 EG participants experienced some improvement in their
integrated linguistic skills in the following terms: oral reception (+1.23 points),
written reception (+0.16), and written production (+1.18). However, in oral
production (-0.06) quantitative data indicate no improvement. Considering
qualitative data, the participants acknowledged their improved skills after the
DAT tasks in terms of listening skills (66.66% strongly agreed and totally
agreed in balanced terms, and 16.67 agreed), in writing skills (50% totally
agreed, and 33.33% agreed), and in reading skills (16.67% strongly agreed,
50% totally agreed, 33.33% agreed). Triangulation of quantitative and
qualitative data is therefore materialised with regard to listening, reading and
writing skills. As for speaking skills, participants experienced positive
outcomes as well (33% totally agreed and 66.67 agreed). This datum
contrasts with the quantitative oral production that was negative. It can be said
that the participants experienced better impressions than what quantitative
data showed in this respect.
Regarding their awareness of accessibility audiovisual importance after
the project, 33.33% totally agreed, 16.67 strongly agreed, and another 33.33%
agreed. In addition, when asked about their ability to navigate intercultural
contexts, 66.66% totally agreed and agreed in similar terms. Thus, a positive
perception is visible with regard to these two variables examined.
30 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
▪ B2 EG
The B2 EG perceived improvement in all integrated skills: oral reception
(+1.51 points), written reception (+0.82 points), oral production (+1.46), and
written production (+1.26 points). Contrary to the B1 EG, all these skills were
improved as quantitatively proven. Based on the qualitative data provided by
them, as regards the improvement after having dealt with the DAT tasks, in
listening skills (50% totally agreed, 25% strongly agreed, and 25% agreed), in
reading skills (50% totally agreed, 16.67% strongly agreed, and 33.33%
agreed), in speaking skills (33.33 totally agreed and 66.67 agreed), and in
writing skills (50% totally agreed, 25% strongly agreed and agreed in equal
terms).
In terms of acknowledging the importance of audiovisual accessibility,
33.33% totally agreed and 16.67% strongly agreed, and 33.33% agreed.
These data support the fact that audiences with hearing or visual impairments
really need to be given accessibility to audiovisual content. As for the ability
to navigate intercultural contexts after the project, 33.33% totally and strongly
agreed in similar terms, and 33.33% agreed.
▪ B1 vs B2 EG
As a conclusion, we can say that both the B1 and B2 EG improved their
integrated linguistic skills with the exception of speaking skills in the case of
B1 EG. However, the B2 EG boosted their results more in quantitative terms.
From a qualitative perspective, we can conclude both groups acknowledged
having gained awareness of the importance of audiovisual accessibility and
how this participation has allowed them to explore intercultural contexts
different from their own.
RQ2. Which group obtained better results in their integrated linguistic
skills, the EG or the CG?
▪ B1 EG vs CG
Comparing the results both groups obtained, the difference from the
transfer from the ITIS to the FITIS are considered. While the EG improved
their oral reception +1.23 points, the CG did it in +0.96; the EG scored in
written reception +0.16, but the CG +0.18; in oral production, the EG attained
-0.06, but the CG +0.55; finally, in written production the EG obtained +1.18,
and the CG +1.59. All in all, the EG performed better in oral reception, but the
CG did better in written reception, oral production, and written production.
José Javier Ávila-Cabrera and Antonio Roales Ruiz 31
Hikma 24 (Número especial II) (2025), 1 - 47
▪ B2 EG vs CG
The EG and CG, in their progress shown from the ITIS to the FITIS,
exhibited the following enhancement: the EG in oral reception +0.96 points,
but the CG in +1.70; in written reception +0.18, but the CG in +2.8; in oral
production +0.55, but the CG in -1.88; in written production +1.59, but the CG
in +1.16. In summary, while the EG improved more in oral and written
production, the CG improved more in oral and written reception. However, the
latter had a negative result in oral production, while all the EG integrated
linguistic skills were positive.
RQ3. Did the EG obtain better results in their AD or SDH tasks?
▪ B1 EG
Resorting to the results achieved by the B1 EG in the AD lesson plans,
their progression was -0.77 points. As for SDH, -0.66, Thus, this group did not
show a progressive improvement in these tasks, which could be explained in
terms of the scaffolded difficulty of the three of them.
▪ B2 EG
The B2 EG showed the following outcomes. Their progress in the AD
lesson plans was -0.6 points, while in SDH it was -1.13. These data indicate
that the SDH seemed more difficult than the AD despite the fact that they did
not show any positive progress.
▪ EG B1 vs B2
None of the groups attained positive results either in AD or SDH lesson
plans. In fact, the degree of achievement is inverted because in the case of
B1 students, they reached slightly worse progression in AD, while the B2
participants that negative progress was closer to double in SDH than in SDH.
However, we could state that the participants’ exposure to DAT tasks led them
to improvements of their integrated linguistic skills thanks to both accessibility
and AVT modes, as the quantitative and qualitative data revealed.
To conclude, this paper has presented the B1 and B2 English
participants’ outcomes after their participation in the TRADILEX Project. Both
groups have obtained positive progress in their integrated linguistic skills, with
the exception of the oral production performed by the B1 group. However, the
limitation of this study lies in the small population as the object of study,
considering that there was a significant dropout of participants, which is not
uncommon in online contexts.
As far as the accessibility didactic modes, that is, AD and SDH, both
groups did not obtain positive results, which could be related to the fact that
32 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
the difficulty of the tasks was designed in a scaffolded manner and that they
faced these types of tasks as a new experience. On a positive note, qualitative
data from both groups derived from the postquestionnaire has highlighted: a)
a positive perception of improvements in their linguistic skills, thereby
triangulating quantitative and qualitative data in most of the skills; b) ability to
explore other cultural contexts, as a very important feature when learning an
L2 (Rodríguez-Arancón, 2023b); c) and, finally, having made participants
aware of the importance of audiovisual accessibility may transform learners of
English into more socially concerned citizens about audiences with visual and
hearing impairments. To summarise, the TRADILEX Project has been proven
to have solid potential based on DAT methodologies that are available for any
user keen on learning an L2. Despite the fact that not all results were positive,
particularly with accessibility modes, this paper is intended to contribute to the
body of literature using DAT in and out of academia.
FUNDING
TRADILEX Project. PID2019-107362GA-I00 AEI/10.13039/501100011033.
Spanish Government, Science, and Innovation Ministry/Gobierno de España,
Ministerio de Ciencia e Innovación.
BIBLIOGRAPHY
Alonso-Perez, R., & Sánchez Requena, A. (2018). Teaching foreign
languages through audiovisual translation resources: teachers’
perspectives. Applied Language Learning, 28(2), 1-24.
Ávila-Cabrera, J. J. (2018). TeenTitles. Implementation of a methodology
based on Teenage subTitles to improve written skills. In J.D.
Sanderson, & C. Botella-Tejera (Eds.). Focusing on Audiovisual
Translation Research. pp. 19-40. Valencia: PUV. Universitat de
València.
Ávila-Cabrera, J. J. (2021). Reverse subtitling in the ESP class to improve
written skills in English: addressing international students’ needs.
Journal of Audiovisual Translation 4(1), 27-49.
https://doi.org/10.47476/jat.v4i1.2021.22
Ávila-Cabrera, J. J. (2022). Improving oral production skills in the business
English class through creative dubbing. ESP Today. Journal of English
for Specific Purposes at Tertiary Level, 10(1), 99-122.
https://doi.org/10.18485/esptoday.2022.10.1.5
Ávila-Cabrera, J. J., & Corral Esteban, A. (2021). The project SubESPSKills:
Subtitling tasks for students of Business English to improve written
José Javier Ávila-Cabrera and Antonio Roales Ruiz 33
Hikma 24 (Número especial II) (2025), 1 - 47
production skills. English for Specific Purposes, 63, 33-44.
https://doi.org/10.1016/j.esp.2021.02.004
Ávila-Cabrera, J. J., & Rodríguez-Arancón, P. (2021). The use of active
subtitling activities for students of Tourism in order to improve their
English writing production. Ibérica: Revista de la Asociación Europea
de Lenguas para Fines Específicos, 41, 155-180.
https://doi.org/10.17398/2340-2784.41.155
Baños, R., Marzà, A., & Torralba, G. (2021). Promoting plurilingual and
pluricultural competence in language learning through audiovisual
translation. Translation and Translanguaging in Multilingual Contexts,
7(1), 65-85. https://doi.org/10.1075/ttmc.00063.ban
Bobadilla-Pérez, M., & Carballo de Santiago, R. J. (2022). Exploring
audiovisual translation as a didactic tool in the secondary school foreign
language classroom. Porta Linguarum: revista internacional de
didáctica de las lenguas extranjeras, 4, 81-96.
https://doi.org/10.30827/portalin.vi.22307
Bolaños García-Escribano, A., & Navarrete, M. (2022). An action-oriented
approach to didactic dubbing in foreign language education: Students
as producers. XLinguae, 5(2), 103-120.
Ávila-Cabrera, J. J. (2021). Reverse subtitling in the ESP class to improve
written skills in English: addressing international students’ needs.
Journal of Audiovisual Translation 4(1), 27-49.
https://doi.org/10.47476/jat.v4i1.2021.22
Bolaños García-Escribano, A., & Ogea Pozo, M. M. (2023). Didactic
audiovisual translation. Translation and Translanguaging in Multilingual
Contexts 9(2): 187-215. https://doi.org/10.1075/ttmc.00108.bol
Bolaños García-Escribano, A., Talaván, N., & Fernández Costales, A. (2024).
Audiovisual translation and media accessibility in language education.
Parallèles, 36(1). https://doi.org/10.17462/para.2024.01.01
Calduch, C., & Talaván, N. (2018). Traducción audiovisual y aprendizaje del
español como L2: el uso de la audiodescripción. Journal of Spanish
Language Teaching, 4(2), 168-180.
https://doi.org/10.1080/23247797.2017.1407173
Council of Europe. (2018). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. Companion Volume with
New Descriptors. Cambridge University Press.
34 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Couto-Cantero, P., Sabaté-Carrové, M., & Gómez Pérez, M.C. (2021).
Preliminary design of an Initial Test of Integrated Skills within
TRADILEX: an ongoing project on the validity of audiovisual translation
tools in teaching English. REALIA. Research in Education and Learning
Innovation Archives, 27(2), 73-88.
https://doi.org/10.7203/realia.27.20634
European Commission. 2014. Study on the Use of Subtitling: The potential of
subtitling to encourage foreign language learning and improve the
mastery of foreign languages. EACEA/2009/01. Final report.
https://op.europa.eu/en/publication-detail/-/publication/e4d5cbf4-a839-
4a8a-81d0-7b19a22cc5ce
Fernández-Costales, A. (2017). Subtitling in CLIL: Promoting Bilingual
Methodologies through Audiovisual Translation. In María Elena Gómez
Parra and Richard Johnstone (Eds.), Educación bilingüe: tendencias
educativas y conceptos claves = Bilingual Educational: Trends and Key
Concepts. Madrid: Ministerio de Educación, pp. 185-196.
Fernández-Costales, A. (2021). Audiovisual translation in primary education.
Students’ perceptions of the didactic possibilities of subtitling and
dubbing in foreign language learning. Meta, 66(2), 280-300. https://
doi.org/ 10.7202/108317 9ar
Fernández-Costales, A., Lertola, J., & Talaván, N. (Eds.) (2018). Audiovisual
Translation in Applied Linguistics: Educational Perspectives. Special
issue of Translation and Translanguaging in Multilingual Contexts, 4(1).
https://doi.org/10.1075/ttmc.4.1
Fernández-Costales, A,. & Talaván, N. (2022). La traducción audiovisual
didáctica (TAD) en el ámbito sanitario: estudio exploratorio sobre las
posibilidades pedagógicas en logopedia. In M. M. Ogea Pozo, & C.
Botella Tejera. Mucho más que un vídeo divulgativo: la traducción
audiovisual de temática médica y sus múltiples aplicaciones. Panace@
23(56), 29-40.
Fernández-Costales, A., Talaván, N., & Tinedo-Rodríguez, A. (2023).
Traducción audiovisual didáctica en enseñanza de lenguas:
Resultados del proyecto TRADILEX. Comunicar: Revista Científica de
Comunicación y Educación 77. https://doi.org/10.3916/C77-2023-02
García-Muñoz Vizcaíno, S., & Díaz Alarcón, S. (2025). Subtitling for the Deaf
and Hard-of-Hearing as a Didactic Tool. In Plaza-Lara, M. M. Ogea-
Pozo & C. Botella-Tejera (Eds.), Empirical Studies in Didactic
José Javier Ávila-Cabrera and Antonio Roales Ruiz 35
Hikma 24 (Número especial II) (2025), 1 - 47
Audiovisual Translation (pp. 26-46). Routledge. DOI:
10.4324/9781003462194-4
Gómez Pérez, C., & Roales Ruiz, A. (2019). LRN-2AD: Pautar el silencio. In
Abanicos: enfoques y propuestas para la traducción y la interpretación
en la era global. In C. Fortea, M. Marotta Peramos, & A. Roales Ruiz
(Eds). Abanicos: enfoques y propuestas para la traducción y la
interpretación en la era global (pp. 27-38). Guillermo Escolar Editor.
González-Vera, P. (2021). Building bridges between audiovisual translation
and English for Specific Purposes. Ibérica: Revista de la Asociación
Europea de Lenguas para Fines Específicos (AELFE), 41, 83-102.
https://doi.org/10.17398/2340-2784.41.83
Herrero, C., Sánchez-Requena, A., & Escobar, M. (2017). Una propuesta
triple. Análisis fílmico, traducción audiovisual y enseñanza de lenguas
extranjeras. In J.J. Martínez Sierra, & B. Cerezo Merchán (Eds.),
Building Bridges between Film Studies and Translation Studies, special
issue of inTRAlinea: Online Translation Journal.
Hornero Corisco, A.M., Gonzalez-Vera, P., & Buil Beltrán, P. (2023).
Becoming a techie and improving your English with audiovisual
translation: The two-for-one formula offered by TRADILEX. Translation
and Translanguaging in Multilingual Contexts, 9(2), 160-186.
https://doi.org/10.1075/ttmc.00107.hor
Ibáñez Moreno, A., & Vermeulen, A. (2014). La audiodescripción como
recurso didáctico en el aula de ELE para promover el desarrollo
integrado de competencias. In R. Orozco (Ed.), New Directions on
Hispanic Linguistics (pp. 263–292). Newcastle: Cambridge Scholars
Publishing.
McLoughlin, L. I., & Lertola, J. (2014). Audiovisual translation in second
language acquisition. Integrating subtitling in the foreign-language
curriculum. The Interpreter and Translator Trainer, 8(1), 70-83.
https://doi.org/10.1080/1750399X.2014.908558
Lertola, J. (2019a). Audiovisual translation in the foreign language classroom:
applications in the teaching of English and other foreign languages.
Viollans: Research-publishing.net.
https://doi.org/10.14705/rpnet.2019.27.9782490057252
Lertola, J. (2019b). Second language vocabulary learning through subtitling.
Revista Española de Lingüística Aplicada, 32(2), 486-514.
https://doi.org/10.1075/resla.17009.ler
36 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Lertola, J. (2021). Free commentary to enhance writing and speaking skills in
EFL teacher training. ESP Across Cultures, 18, 125-140.
https://dx.doi.org/10.4475/0062_7
Martínez Sierra, J. J. (2021). Multilingualism, translation and language
teaching. The PluriTAV project. Tirant Humanidades.
Marzà, A., Torralba, G., & Baños-Piñero, R. (2022). Audio description and
plurilingual competence: New allies in language learning? Revista de
lenguas para fines específicos, 28(2), 165-180.
https://doi.org/10.20420/rlfe.2022.557
Navarrete, M. (2018). The use of audio description in foreign language
education. Translation and Translanguaging in Multilingual Contexts,
4(1), 129-150. https://doi.org/10.1075/ttmc.00007.nav
Navarrete, M. (2020). The use of Audio Description in Foreign Language
Education: A Preliminary Approach. In L. Incalcaterra McLoughlin, J.
Lertola, & N. Talaván (Eds.), Audiovisual Translation in Applied
Linguistics. Educational Perspectives (pp. 131-152). John Benjamins.
https://doi.org/10.1075/bct.111.ttmc.00007.nav
Navarrete, M., & Bolaños García-Escribano, A. (2022). An Action-oriented
Approach to Didactic Audio Description in Foreign Language
Education. LFE. Revista de lenguas para fines específicos, 28(2), 151-
164. https://doi.org/10.20420/rlfe.2022.556
Ogea Pozo, M. M., & Botella Tejera, C. (Eds.) (2022). Mucho más que un
vídeo divulgativo: la traducción audiovisual de temática médica y sus
múltiples aplicaciones. Panace@ 23(56), 1-4.
Pereira Varela, J.P. (2014). Diseño, desarrollo y validación de soluciones
tecnológicas para la práctica de la expresión oral de segundas lenguas
mediante un entorno colaborativo e interactivo de código abierto:
Babelium project. PhD thesis. Universidad del País Vasco-Euskal
Herriko Unibertsitatea.
Plaza Lara, C., & Gonzalo Llera, C. (2022). Audio description as a didactic
tool in the foreign language classroom: A pilot study within the
TRADILEX project. DIGILEC: Revista Internacional de Lenguas y
Culturas, 9, 199–216. https://doi.org/10.17979/digilec.2022.9.0.9282
Robson, C., & McCartan, K. (2016). Real world research (4th ed.). John Wiley
& Sons.
José Javier Ávila-Cabrera and Antonio Roales Ruiz 37
Hikma 24 (Número especial II) (2025), 1 - 47
Rodríguez-Arancón, P. (2023a). Developing L2 intercultural competence in an
online context through didactic audiovisual translation. Languages, 8,
160. https://doi.org/10.3390/languages8030160
Rodríguez-Arancón, P. (2023b). How to develop and evaluate intercultural
competence in a blended learning environment. Sindéresis.
Rodríguez-Arancón, P. (2023c). Online Language Teacher Training Using
Audiovisual Translation. Journal of Research in Applied Linguistics
14(2), 135-146. https://doi.org/10.22055/RALS.2023.44071.3084
Rodríguez-Arancón, P., & Tinedo-Rodríguez, A. J. (2022). La Integración de
la Traducción Audiovisual Didáctica y la Interculturalidad en el Diseño
de Propuestas Pedagógicas: Un análisis mixto sobre la Formación del
Profesorado. XI Premio “Luis Rodríguez” de Investigación en
Interculturalidad, 11, 36-61.
Rodríguez-Arancón, P., & Ávila-Cabrera, J. J. (2025). The TRADILEX project:
Dubbing in foreign language learning within an integrated skills
approach. In C. Plaza-Lara, M. M. Ogea-Pozo & C. Botella-Tejera
(Eds.), Empirical Studies in Didactic Audiovisual Translation (pp. 69-
89). Routledge. DOI: 10.4324/9781003462194-7
Romero-Fresco, P., & Chaume, F. (2022). Creativity in audiovisual translation
and media accessibility. Journal of Specialised Translation 38, 75-101.
Sánchez-Requena, A. (2018). Intralingual dubbing as a tool for developing
speaking skills. In L. Incalcaterra-McLoughlin, J. Lertola, & N. Talaván
(Eds.), Special issue of translation and translanguaging in multilingual
contexts. Audiovisual translation in applied linguistics: Beyond case
studies (pp. 102-128). John Benjamins.
https://doi.org/10.1075/ttmc.00006.san
Sánchez-Requena, A., Igareda, P., & Bobadilla-Pérez, M. (2022).
Multimodalities in didactic audiovisual translation: A teacher’s
perspective. Current Trends in Translation Teaching and Learning E 9,
337–372. https://doi.org/10.51287/cttl202210
Sokoli, S. (2006). Learning via subtitling (LvS). A tool for the creation of foreign
language learning activities based on film subtitling. In M. Carroll, & H.
Gerzymisch-Arbogast (Eds.). Copenhagen Conference MuTra:
Audiovisual Translation Scenarios (pp. 66-73). 1-5 May 2006.
Copenhague.
38 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Sokoli, S. (2018). Exploring the possibilities of interactive audiovisual activities
for language learning. Translation and Translanguaging in Multilingual
Contexts, 4(1), 77-100. https://doi.org/10.1075/ttmc.00005.sok
Sokoli, S., & Zabalbeascoa, P. (2019). Audiovisual activities and multimodal
resources for foreign language learning. In I. Herrero, & C.
Vanderschelden (Eds.), Using Film and Media in the Language
Classroom (pp. 170-187). Bristol, UK: Multilingual Matters.
https://doi.org/10.21832/9781788924498-015
Talaván, N., Ibáñez, A., & Bárcena, E. (2016). Exploring collaborative reverse
subtitling for the enhancement of written production activities in English
as a second language. ReCALL, 29(1), pp. 39-58.
https://doi.org/10.1017/S0958344016000197
Talaván, N. (2019a). Creative audiovisual translation applied to foreign
language education: A preliminary approach. Journal of Audiovisual
Translation, 2(1), 53-74. https://doi.org/10.47476/jat.v2i1.57
Talaván, N. (2019b). Using subtitles for the deaf and hard of hearing as an
innovative pedagogical tool in the language class. International Journal
of English Studies, 19(1), 21-40.
https://doi.org/https://doi.org/10.6018/ijes.338671
Talaván, N. (2020). The didactic value of AVT in foreign language education.
In L. Bogucki, & M. Deckert (Eds.), The Palgrave Handbook of
Audiovisual Translation and Media Accessibility (pp. 567-592).
Palgrave Macmillan. https://doi.org/10.1007/978-3-030-42105-2_28
Talaván, N., & Rodríguez-Arancón, P. (2014). The use of interlingual subtitling
to improve listening comprehension skills in advanced EFL students. In
B. Garzelli and M. Baldo (Eds.), Subtitling and Intercultural
Communication. European Languages and Beyond (pp. 273-288).
Pisa: InterLinguistica, ETS.
Talaván, N., & Ávila-Cabrera, J. J. (2015). First Insights into the combination
of dubbing and subtitling as L2 didactic tools. In Y. Gambier, A. Caimi,
& C. Mariotti (Eds.). Subtitles and Language Learning: Principles,
Strategies and Practical Experiences. pp. 149-172. Bern: Peter Lang.
Talaván, N., & Lertola, J. (2016). Active audio description to promote speaking
skills in online environments. Sintagma: Revista de Lingüística, 28, 59-
74. https://doi.org/10.21001/sintagma.2016.28.04
José Javier Ávila-Cabrera and Antonio Roales Ruiz 39
Hikma 24 (Número especial II) (2025), 1 - 47
Talaván, N., & Lertola, J. (2022). Audiovisual translation as a didactic resource
in foreign language education. A methodological proposal. Encuentro,
30, 23–39. https://doi.org/10.37536/ej.2022.30.1931
Talaván, N. et al. (2023). Didactic Audiovisual Translation and Foreign
Language Education. Routledge.
https://doi.org/10.4324/9781003293958
Talaván, N., & Rodríguez-Arancón, P. (2024). Didactic audiovisual translation
in online contexts: A pilot study. Hikma, 23(1), 205-230.
https://doi.org/10.21071/hikma.v23i1.15977
Tinedo-Rodríguez, A. J. (2022). La enseñanza del inglés en el siglo XXI: una
mirada integradora y multimodal. Editorial Sindéresis.
Tinedo-Rodríguez, A. J., & Talaván, N. (2023). Hacia una propuesta para la
formación del profesorado de lenguas en Traducción Audiovisual
Didáctica: Bases teóricas y metodológicas del proyecto ReachDAT.
Transletters. International Journal of Translation and Interpreting, 2(7),
89-111. https://doi.org/10.21071/tlijti.v2i7.15845
Torralba, G., & Pintado Guitiérrez, L. (2024). Integración curricular de la
audiodescripción y la mediación en la enseñanza del español. Journal
of Spanish Language Teaching, 1-18.
https://doi.org/10.1080/23247797.2024.2342046
Veroz-González, M. A. (2020). Aproximación a la enseñanza del francés L2 a
través de la traducción de subtítulos. In J. L. Gázquez Linares, M. M.
Molero Jurado, A. Martos Martínez, A. B. Barragán Martín, M.M. Simón
Márquez, M. Sisto, R. M. del Pino Salvador, & B. M. Tortosa Martínez
(Coord.). Innovación docente e investigación en Artes y Humanidades.
Avanzando en el proceso de Enseñanza-Aprendizaje, pp. 683-694.
Dykinson S.L.
Veroz-González, M. A. (2025). Integrating didactic audiovisual translation for
improved French language acquisition in translation and interpreting
programmes. In C. Plaza-Lara, M. M Ogea-Pozo, & C. Botella-Tejera
(Eds.), Empirical Studies in Didactic Audiovisual Translation (pp. 47-
66). Routledge. https://doi.org/10.4324/9781003462194
WEBGRAPHY
Aegisub. (7 April 2024). https://aegisub.uptodown.com
INTECCA (Innnovación y desarrollo tecnológico de los centros
asociados/Innovation and technological development of associate
centres, UNED). 5. Audiodescripton. (7 April 2024).
40 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
https://www.intecca.uned.es/giccu/salidaweb/5e46670337ebc61534f3
7c4a/5e46673e37ebc61534f37c51/647bae08db48d131c5acd623/pagi
nas_contenidos/capitulo_05/seccion_05.html
INTECCA (Innnovación y desarrollo tecnológico de los centros
asociados/Innovation and technological development of associate
centres, UNED). 6. Subtitling for the deaf and hard of hearing. (7 April
2024).
https://www.intecca.uned.es/giccu/salidaweb/5e46670337ebc61534f3
7c4a/5e46673e37ebc61534f37c51/647bae08db48d131c5acd623/pagi
nas_contenidos/capitulo_06/seccion_06.html
Lightworks. (7 April 2024). https://lwks.com
Screencastify. (7 April 2024). https://www.screencastify.com
SubtitleEdit. (7 April 2024). https://www.nikse.dk/subtitleedit
Tradilex. (7 April 2024). https://www.tradilex.es/
APPENDIX 1. RUBRIC ON ORAL PRODUCTION
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 on oral production
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
APPENDIX 2. RUBRIC ON WRITTEN PRODUCTION
Poor
(0-5%)
Adequate
(6-10%)
Good
(11-15%)
Excellent
(16-20%)
Spelling
Grammatical
precision
Punctuation
Word usage
José Javier Ávila-Cabrera and Antonio Roales Ruiz 41
Hikma 24 (Número especial II) (2025), 1 - 47
Text
composition,
coherence
and cohesion
Table 2. Rubric on written production
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
APPENDIX 3. RUBRIC ON DIDACTIC AD
Rubric on didactic AD
20%
20%
10%
20%
20%
10%
100%
Table 3. Rubric on didactic AD
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Lexical accuracy and richness (20%)
Not meeting
expectations (0-19%)
The selection of words, phrases, and terms is either
improper or incomplete
Poor (20-49%)
The selection of words, phrases, and terms used is
limited, and not varied
Good (50-69%)
The selection of words, phrases, and terms is
somewhat reasonable, but not varied enough
Very good (70-89%)
The selection of words, phrases, and terms is often
appropriate and sometimes varied
Excellent
(90-100%)
The selection of words, phrases, and terms is
appropriate and varied
Total
Table 4. Rubric on didactic AD (Lexical accuracy and richness)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
42 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Grammatical precision and reduction (20%)
Not meeting
expectations (0-19%)
The sentence structure, length, and duration are
either inadequate or incomplete
Poor (20-49%)
The sentence structure, length, and duration are less
than adequate and vague
Good (50-69%)
The sentence structure, length, and duration are
sometimes unclear or inaccurate, but
understandable
Very good (70-89%)
The sentence structure, length, and duration are
somewhat accurate and understandable
Excellent
(90-100%)
The sentence structure, length, and duration are
accurate and well-articulated
Total
Table 5. Rubric on didactic AD (Grammatical precision and reduction)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Creativity (10%)
Not meeting
expectations (0-19%)
The scenes are described using inadequate
resources or ideas, or the description is incomplete
Poor (20-49%)
The scenes are described using limited resources or
ideas. The organization is poor
Good (50-69%)
The scenes are described using resources, ideas,
and an adequate organization to an acceptable level
Very good (70-89%)
The scenes are described using resources, ideas,
and an adequate organization to a very good level
Excellent
(90-100%)
The scenes are described using different resources,
ideas, and a unique organization
Total
Table 6. Rubric on didactic AD (Creativity)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
José Javier Ávila-Cabrera and Antonio Roales Ruiz 43
Hikma 24 (Número especial II) (2025), 1 - 47
Fluency and speed of speech (20%)
Not meeting
expectations (0-19%)
The speech delivery and its flow are either
unsatisfactory or incomplete
Poor (20-49%)
The speech delivery and its flow are unclear or
inaccurate
Good (50-69%)
The speech delivery and its flow are sometimes
unclear or inaccurate
Very good (70-89%)
The speech delivery and its flow are often clear and
often accurate to a very good level
Excellent
(90-100%)
The speech delivery and its flow are clear and
accurate to the highest level
Total
Table 7. Rubric on didactic AD (Fluency and speed of speech)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Synchrony (20%)
Not meeting
expectations (0-19%)
The descriptions are accompanying the
sequence/scenes to an unacceptable level
Poor (20-49%)
The descriptions are accompanying the
sequence/scenes to a minimal level
Good (50-69%)
The descriptions are accompanying the
sequence/scenes to an acceptable level
Very good (70-89%)
The descriptions are accompanying the
sequence/scenes to a very good level
Excellent
(90-100%)
The descriptions are accompanying the
sequence/scenes to the highest level
Total
Table 8. Rubric on didactic AD (Synchrony)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
44 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Mediation (10%)
Not meeting
expectations (0-19%)
The scenes are not described
Poor (20-49%)
20 to 49% of the scenes are described
Good (50-69%)
50 to 69% of the scenes are described
Very good (70-89%)
70 to 89% of the scenes are described
Excellent
(90-100%)
90 to 100% of the scenes are described
Total
Table 9. Rubric on didactic AD (Mediation)
Source: The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
APPENDIX 4. RUBRIC ON DIDACTIC SDH
Rubric on didactic AD
Accuracy and appropriateness of the translated text
20%
Subtitle length, duration, and synchrony
20%
Condensation and segmentation strategies
20%
Correct description of sound effects and music
15/ 20%
Paralinguistic information and character identification
15/ 20%
Creativity and humour -for creative SDH only-
10%
Total
100 %
Table 10. Rubric on didactic SDH
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
José Javier Ávila-Cabrera and Antonio Roales Ruiz 45
Hikma 24 (Número especial II) (2025), 1 - 47
Accuracy and appropriateness of the translated text (20%)
Not meeting
expectations (0-19%)
The subtitles are incomplete. There are
lexical/grammatical errors to an unacceptable level
Poor (20-49%)
The subtitles are unclear. There are
lexical/grammatical errors that do not fit the
translated text.
Good (50-69%)
The subtitles are sometimes unclear or inaccurate.
There are some lexical/grammatical errors.
Very good (70-89%)
The subtitles are comprehensible but there are a few
lexical/grammatical errors.
Excellent
(90-100%)
The subtitles are precise, error-free and fit the
translated text.
Total
Table 11. Rubric on didactic SDH (Accuracy and appropriateness of the
translated text)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Subtitle length, duration, and synchrony (20%)
Not meeting
expectations (0-19%)
The subtitle length, duration, and synchrony are
inappropriate
Poor (20-49%)
The subtitle length, duration, and synchrony are often
unsatisfactory
Good (50-69%)
The subtitle length, duration, and synchrony are not
always appropriate
Very good (70-89%)
The subtitle length, duration, and synchrony are often
appropriate
Excellent
(90-100%)
The subtitle length, duration, and synchrony are
appropriate
Total
Table 12. Rubric on didactic SDH (Subtitle length, duration, and synchrony)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Condensation and segmentation strategies (20%)
Not meeting
expectations (0-19%)
The reduction and segmentation of the text subtitled
is either inappropriate or incomplete
Poor (20-49%)
The reduction and segmentation of the text subtitled
is minimal or limited
Good (50-69%)
The reduction and segmentation of the text subtitled
is not always clear or accurate
46 The TRADILEX Project students’ L2 improvements based on […]
Hikma 24 (Número especial II) (2025), 1 - 47
Very good (70-89%)
The reduction and segmentation of the text subtitled
is often clear and accurate
Excellent
(90-100%)
The reduction and segmentation of the text subtitled
is clear and accurate
Total
Table 13. Rubric on didactic SDH (Condensation and segmentation strategies)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Correct description of sound effects and music (15/20%)
Not meeting
expectations (0-19%)
Sounds, music elements and effects are either not
described, or done to an unacceptable level.
Poor (20-49%)
A few sounds, music elements and effects are
described in an appropriate way to a minimal level.
Good (50-69%)
Some sounds, music elements and effects are
described in an appropriate way to an acceptable
level.
Very good (70-89%)
Almost all the sounds, music elements and effects
are described in an appropriate way to a very good
level.
Excellent
(90-100%)
All the sounds, music elements and effects are
described in a complete and appropriate way to the
highest level.
Total
Table 14. Rubric on didactic SDH (Correct description of sound effects and
music)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Paralinguistic information and character identification (15/20%)
Not meeting
expectations (0-19%)
Mood, tone of voice, pitch, and character
identification are either not described or done to an
unacceptable level.
Poor (20-49%)
Mood, tone of voice, pitch, and character
identification are at times described to a minimal
level.
Good (50-69%)
Mood, tone of voice, pitch, and character
identification are sometimes well articulated and
accurate to an acceptable level.
Very good (70-89%)
Mood, tone of voice, pitch, and character
identification are often well articulated and accurate
to a very good level.
José Javier Ávila-Cabrera and Antonio Roales Ruiz 47
Hikma 24 (Número especial II) (2025), 1 - 47
Excellent
(90-100%)
Mood, tone of voice, pitch, and character
identification are well articulated and accurate to the
highest level.
Total
Table 15. Rubric on didactic SDH (Paralinguistic information and character
identification)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40
Creativity and humour (10%) -for creative SDH only-
Not meeting
expectations (0-19%)
The SDH are a mere repetition or almost literal
translation of the original.
Poor (20-49%)
The SDH incorporate creativity to a limited extent.
Good (50-69%)
The new SDH creativity is acceptable.
Very good (70-89%)
The new SDH’s creativity is good and some
humorous elements are included.
Excellent
(90-100%)
The new SDH’s creativity is excellent and plenty of
humorous elements are included.
Total
Table 16. Rubric on didactic SDH (Creativity and humour)
Source. The TRADILEX platform
https://plataformavirtual.tradilex.es/course/view.php?id=40