Fostering EFL Learners' Speaking Skills and Flow Experience With Video-Dubbing Tasks: A Flow Theory Perspective

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-02-11 DOI:10.1111/jcal.13120

Gwo-Jen Hwang, Jalil Fathi, Masoud Rahimi

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引用次数: 0

Abstract

Background

The utilisation of video-dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video-dubbing tasks can lead to more innovative and effective speaking techniques in language courses. Whilst a growing body of research has examined the effectiveness of video-dubbing tasks in terms of fostering English language learners' speaking skills, further empirical studies are required to explore their effectiveness specifically in the English as a foreign language (EFL) context.

Objectives

To address this deficiency in the current literature, this study adopted a sequential explanatory mixed-methods research design to explore the impact of video-dubbing tasks on EFL learners' speaking skills, such as pronunciation, fluency, grammatical accuracy, vocabulary use, and flow experience.

Methods

Sixty EFL learners at a language institute were randomly assigned to a dubbing class with 30 EFL learners and a comparison class with the same number of EFL learners. The learners in the dubbing class collectively chose videos on the internet, deleted their soundtracks, practised the speeches and conversations, developed an alternate soundtrack, incorporated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented the video-dubbing tasks in the class. The comparison group engaged in in-class viewing and discussion of English films. A speaking test and flow experience questionnaire were utilised to collect the necessary quantitative data, and an individual semi-structured interview was conducted to gather the required qualitative data.

Results and Conclusions

Two-way repeated measures analysis of variance (ANOVA), a parametric test used to compare group means over time, was applied to analyse the quantitative data. The results revealed that both the dubbing and comparison classes improved the EFL learners' speaking skills; however, the dubbing group demonstrated significantly greater improvement than the comparison group. Moreover, the EFL learners reported experiencing a positive flow state—a deep state of focus and enjoyment—whilst completing the video-dubbing tasks. The qualitative data, which corroborated the quantitative findings, further indicated that the learners perceived the video-dubbing tasks as engaging, motivating, and beneficial for improving their speaking skills.

Implications

The practical and pedagogical implications of integrating video-dubbing tasks into EFL speaking courses are discussed in detail.

查看原文本刊更多论文

用视频配音任务培养英语学习者的口语技能和心流体验：心流理论的视角

视频配音任务是指学习者通过录制视频片段来练习发音、流利度、语法准确性和词汇使用，这在英语学习中是比较新颖的。探索视频配音任务的有效性可以在语言课程中带来更多创新和有效的口语技巧。虽然越来越多的研究已经检验了视频配音任务在培养英语学习者口语技能方面的有效性，但还需要进一步的实证研究来探索其在英语作为外语（EFL）背景下的有效性。为了解决当前文献的这一不足，本研究采用顺序解释性混合方法研究设计，探讨视频配音任务对英语学习者口语技能的影响，如发音、流利度、语法准确性、词汇使用和流畅体验。方法将60名外语学习者随机分为30人的配音班和30人的对照班。配音班的学习者集体在网上选择视频，删除原声带，练习演讲和对话，制作备用原声带，将视频与自己的原声带结合，提交配音后的视频进行反馈，并在课堂上展示视频配音任务。对照组在课堂上进行英语电影的观看和讨论。使用口语测试和流动体验问卷收集必要的定量数据，并进行个人半结构化访谈以收集所需的定性数据。结果与结论采用双向重复测量方差分析（Two-way repeated measures analysis of variance， ANOVA）对定量数据进行分析。结果表明：配音课和对比课都能提高英语学习者的口语能力；然而，配音组表现出比对照组更大的改善。此外，英语学习者报告在完成视频配音任务时经历了一种积极的心流状态——一种专注和享受的深度状态。定性数据进一步证实了定量结果，表明学习者认为视频配音任务具有吸引力、激励作用，有利于提高他们的口语技能。本文详细讨论了将视频配音任务整合到英语口语课程中的实践意义和教学意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope