영화를 활용한 영어 더빙프로젝트 수업 사례 연구 및 효과
A Case Study of an English Dubbing Class Utilizing Movies
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This study explored the effects of project-based learning utilizing movies and English-English dubbing in a real time online class. The English dubbing (Intra-lingual dubbing, English-English) class was designed to develop language ability and communicative interactions over a 15-week semester during the pandemic. Forty-three students from multiple disciplines participated in the English dubbing class by doing a variety of communicative activities through online classes. To analyze the students’ perception of their language improvement and communicative interactional activities, this study administrated a survey using Google forms and interviews using Zoom at the end of the semester. The results showed that the students were highly interested in doing the English dubbing project with other interactional activities using the Zoom and Padlet platforms. They also perceived that the English dubbing projects helped to improve their listening, pronunciation, and speaking skills. The students preferred shadowing and dubbing practices among the interactional activities. This research implies that English dubbing project tasks would make a contribution to bridging student’s online and offline activities in real time online classes. Project-based dubbing and video creation tasks can be effective in motivating EFL learning and can be applied successfully with language learners in many contexts.
Abstract
This study explored the effects of project-based learning utilizing movies and English-English dubbing in a real time online class. The English dubbing (Intra-lingual dubbing, English-English) class was designed to develop language ability and communicative interactions over a 15-week semester during the pandemic. Forty-three students from multiple disciplines participated in the English dubbing class by doing a variety of communicative activities through online classes. To analyze the students’ perception of their language improvement and communicative interactional activities, this study administrated a survey using Google forms and interviews using Zoom at the end of the semester. The results showed that the students were highly interested in doing the English dubbing project with other interactional activities using the Zoom and Padlet platforms. They also perceived that the English dubbing projects helped to improve their listening, pronunciation, and speaking skills. The students preferred shadowing and dubbing practices among the interactional activities. This research implies that English dubbing project tasks would make a contribution to bridging student’s online and offline activities in real time online classes. Project-based dubbing and video creation tasks can be effective in motivating EFL learning and can be applied successfully with language learners in many contexts.
참고문헌 (41)
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