Video dubbing as a strategy for reducing foreign language speaking anxiety levels 

Video dubbing as a strategy for reducing foreign language speaking anxiety levels 

The present action research attempts to describe the influence of the video dubbing process to reduce primary school students’ speaking anxiety levels in the English as a Foreign Language (EFL) classroom. The intervention consisted of 5 sessions where students worked in pairs practicing reading alou...

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Autores principales: Fuentealba Jiménez, Tamara, Quintanilla Espinoza, Angie
Formato: Online
Idioma:eng
spa
Publicado: Universidad Estatal a Distancia 2025
Acceso en línea:https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301
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institution Universidad Estatal a Distancia
collection Revista Innovaciones Educativas
language eng
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author Fuentealba Jiménez, Tamara
Quintanilla Espinoza, Angie
spellingShingle Fuentealba Jiménez, Tamara
Quintanilla Espinoza, Angie
Video dubbing as a strategy for reducing foreign language speaking anxiety levels 
author_facet Fuentealba Jiménez, Tamara
Quintanilla Espinoza, Angie
author_sort Fuentealba Jiménez, Tamara
description The present action research attempts to describe the influence of the video dubbing process to reduce primary school students’ speaking anxiety levels in the English as a Foreign Language (EFL) classroom. The intervention consisted of 5 sessions where students worked in pairs practicing reading aloud the dialogue of a movie scene, using the video as an input for intralingual dubbing, to finally record and synchronize their voices with the scene. The participants of this study were 8 Chilean students from 8th grade who were selected based on their high levels of speaking anxiety in the EFL classroom. To analyze the effect of this strategy, a Likert scale, semi structured interviews, and observations were conducted. Findings revealed that the dubbing process contributed to decrease the participants’ speaking anxiety levels, declaring to feel more confident, less nervous, and more willing to participate in the EFL classroom, concluding that this strategy has proven to be effective for this purpose.
title Video dubbing as a strategy for reducing foreign language speaking anxiety levels 
title_short Video dubbing as a strategy for reducing foreign language speaking anxiety levels 
title_full Video dubbing as a strategy for reducing foreign language speaking anxiety levels 
title_fullStr Video dubbing as a strategy for reducing foreign language speaking anxiety levels 
title_full_unstemmed Video dubbing as a strategy for reducing foreign language speaking anxiety levels 
title_sort video dubbing as a strategy for reducing foreign language speaking anxiety levels 
title_alt El doblaje de vídeos como estrategia para reducir los niveles de ansiedad al hablar en lenguas extranjeras
Dublagem de vídeos como estratégia para reduzir os níveis de ansiedade ao falar em língua estrangeira
publisher Universidad Estatal a Distancia
publishDate 2025
url https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301
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spelling INNOVACIONES53012025-01-20T17:56:54Z El doblaje de vídeos como estrategia para reducir los niveles de ansiedad al hablar en lenguas extranjeras Video dubbing as a strategy for reducing foreign language speaking anxiety levels  Dublagem de vídeos como estratégia para reduzir os níveis de ansiedade ao falar em língua estrangeira Fuentealba Jiménez, Tamara Quintanilla Espinoza, Angie Oral expression Second language instruction Language instruction Learning method Audiovisual instruction Primary education Expresión oral Enseñanza de segundas lenguas Enseñanza de lenguas Método de aprendizaje Enseñanza audiovisual Educación primaria Expressão oral Ensino de segunda língua Instrução de idiomas Método de aprendizagem Ensino audiovisual educação primária La presente investigación intenta describir la influencia del proceso de doblaje de videos para reducir los niveles de ansiedad al hablar de los estudiantes de primaria en el aula de inglés como lengua extranjera (EFL). La intervención constó de 5 sesiones donde los estudiantes trabajaron en parejaspracticando la lectura en voz alta del diálogo de una escena cinematográfica, utilizando el video como insumo para el doblaje intralingüístico, para finalmente grabar y sincronizar sus voces con la escena. Los participantes de este estudio fueron 8 estudiantes chilenos de 8º grado que fueron seleccionados por susaltos niveles de ansiedad al hablar en el aula de EFL. Para analizar el efecto de esta estrategia se realizó una escala Likert, entrevistas semiestructuradas y observaciones. Los hallazgos revelaron que el proceso dedoblaje contribuyó a disminuir los niveles de ansiedad al hablar de los participantes, declarando sentirsemás seguros, menos nerviosos y más dispuestos a participar en el aula de EFL, concluyendo que esta estrategia ha demostrado ser efectiva para este propósito. The present action research attempts to describe the influence of the video dubbing process to reduce primary school students’ speaking anxiety levels in the English as a Foreign Language (EFL) classroom. The intervention consisted of 5 sessions where students worked in pairs practicing reading aloud the dialogue of a movie scene, using the video as an input for intralingual dubbing, to finally record and synchronize their voices with the scene. The participants of this study were 8 Chilean students from 8th grade who were selected based on their high levels of speaking anxiety in the EFL classroom. To analyze the effect of this strategy, a Likert scale, semi structured interviews, and observations were conducted. Findings revealed that the dubbing process contributed to decrease the participants’ speaking anxiety levels, declaring to feel more confident, less nervous, and more willing to participate in the EFL classroom, concluding that this strategy has proven to be effective for this purpose. A presente pesquisa-ação busca descrever a influência do processo de dublagem de vídeos para reduzir os níveis de ansiedade ao falar entre alunos do ensino fundamental na sala de aula de Inglês como Língua Estrangeira (EFL). A intervenção consistiu em 5 sessões nas quais os alunos trabalharam em pares, praticando a leitura em voz alta do diálogo de uma cena de filme, usando o vídeo como insumo para a dublagem intralingual e, por fim, gravando e sincronizando suas vozes com a cena. Os participantes deste estudo foram 8 estudantes chilenos do 8º ano, selecionados com base em seus altos níveis de ansiedade ao falar na sala de aula de EFL. Para analisar o efeito dessa estratégia, foram aplicados uma escala Likert, entrevistas semiestruturadas, e observações. Os resultados revelaram que o processo de dublagem contribuiu para diminuir os níveis de ansiedade ao falar dos participantes, que declararam sentir-se mais confiantes, menos nervosos e mais dispostos a participar na sala de aula de EFL, concluindo que essa estratégia se mostrou eficaz para esse propósito.  Universidad Estatal a Distancia 2025-01-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip text/html audio/mpeg application/pdf https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301 10.22458/ie.v27i42.5301 Innovaciones Educativas; Vol. 27 No. 42 (2025): Pedagogical Strategies and Practices for Learning in Dynamic Environments; 29-41 Innovaciones Educativas; Vol. 27 Núm. 42 (2025): Estrategias y prácticas pedagógicas para el aprendizaje en entornos dinámicos; 29-41 Innovaciones Educativas; Vol. 27 N.º 42 (2025): Estratégias e Práticas Pedagógicas para a Aprendizagem em Ambientes Dinâmicos; 29-41 2215-4132 1022-9825 10.22458/ie.v27i42 eng spa https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301/8046 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301/8047 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301/8048 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301/8121 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301/8113 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5301/8098 Copyright (c) 2025 Innovaciones Educativas https://creativecommons.org/licenses/by-nc-nd/4.0

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