Audiovisual translation practices for language learning in ESP Learners’ perceptions on free commentary and narration
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Abstract
Didactic Audiovisual Translation (DAT) has gained increasing attention in the field of second language acquisition due to its potential to facilitate language learning through a range of translation-based methodologies, including subtitling, dubbing, or audio description. Among these, didactic revoicing is particularly notable for its ability to engage learners in the simultaneous development of multiple oral and written linguistic skills. However, the specific role of free commentary and narration within didactic revoicing remains underexplored. To address this gap, the present study examines English for Specific Purposes (ESP) learners’ perceptions of the effectiveness of didactic narration and free commentary in fostering both productive language skills and non-linguistic competencies. A quantitative research design was adopted, employing a 5-point Likert scale questionnaire to assess self-reported potential improvement in productive linguistic skills through seven items and non-linguistic competencies through four items. Data were analysed using descriptive statistics and inferential non-parametric t‑tests. Findings related to linguistic skills indicate that while grammar and writing skills received comparatively moderate ratings in terms of perceived potential development, other skills—such as fluency, pronunciation, and vocabulary—were highly rated and perceived as having significant potential for improvement. Regarding non-linguistic competencies such as self‑assessment, content knowledge, engagement, and creativity, learners reported perceived likely gains across all measured areas. These results underscore the pedagogical value of didactic revoicing not only in enhancing productive language skills but also in fostering non-linguistic competencies. The findings suggest that reinforcing grammar and writing instruction within didactic revoicing could enhance its overall effectiveness. Future research should explore targeted strategies for integrating explicit grammar and writing support within DAT-based activities.
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