Technology-Enhanced Language Learning: Subtitling as a Technique to Foster Proficiency and Intercultural Awareness

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Dades bibliogràfiques
Publicat a:	Education Sciences vol. 15, no. 3 (2025), p. 375
Autor principal:	Antonio-Jesús Tinedo-Rodríguez
Publicat:	MDPI AG
Matèries:	University of Cordoba Spain Teaching Software Language acquisition Educational technology Cognitive load Interculturality Literature Subtitles & subtitling Computers Second language learning Multimedia Language proficiency Computer assisted language learning Design Didacticism Learning Education Technology Intervention Attrition Consciousness Competence On call Attainment Language Task Analysis Audiovisual Aids Translation Language Skills Video Technology Influence of Technology Vocabulary Teaching Methods Lesson Plans Meta Analysis Computer Assisted Instruction Verbal Stimuli Language Processing Computer Software Cognitive Ability Educational Background Grammar Cross Cultural Studies Captions English Learners
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Descripció
Resum:	Computer-Assisted Language Learning (CALL) is an umbrella term that encompasses diverse technologies with the purpose of enhancing language learning. In the existing literature on CALL, intercultural awareness and the pedagogical use of multimedia products have received less attention. This study explores how the process of creating subtitles for short clips may enhance language skills and intercultural awareness when implemented through lesson plans designed following the framework proposed by the TRADILEX project. A pre-experimental longitudinal design was implemented. The sample consisted of 43 participants who were enrolled in a B2 English course at the University of Córdoba (Spain). During the course, participants consistently attended theoretical sessions. The intervention took place during the practical sessions from February to April 2024, involving four subtitling-based lesson plans on literature and gender. After the intervention, the practical sessions shifted to a traditional, textbook-based format from April to June 2024. The instruments employed to assess the effectiveness of the intervention consisted of a commercial test by MacMillan and the ERI scale on interculturality. The results showed that after the intervention, there was a significant improvement in language proficiency, which increased at a slower rate during the traditional sessions. However, when it comes to intercultural awareness, there was a peak of attainment after the intervention, but attrition rapidly took place. Regarding the pedagogical implications of this study, subtitling could be an appropriate technique that allows contact with the L2 culture and shows positive effects in terms of proficiency.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15030375
Font:	Education Database