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TeenTitles. Implementation of a methodology based on Teenage subTitles to improve written skills
JOSÉ JAVIER ÁVILA-CABRERA
Universidad Complutense de Madrid
Abstract Audiovisual translation in the foreign languages (L2) classroom is gaining ground both among scholars and language teachers. Owing to the low level of foreign language ability shown by a considerable number of students in Spain, new methodologies need to be implemented to teach English in secondary schools. The present chapter focuses on interlingual subtitling as an active task to improve students’ written English skills. This quasi-experiment was carried out in a secondary school in the north of Madrid and concerned students in the third grade (i.e. the 14-15 year age group). A control and an experimental group were evaluated on the basis of a composition written in English and submitted at the end of term using written assessment criteria. The experimental group had a number of interlingual subtitling classes and used the open access website Amara, which enables users to subtitle videos in L2. The participants also filled in a preand post-study questionnaire so that the researcher could obtain some qualitative data. This study was carried out to provide teachers and researchers with a number of recommendations and a good practice guide to enable teenage students to improve their L2 written skills using active subtitling as a teaching method. Keywords: Interlingual subtitling; written skills; secondary students; quasi-experimental design.
1 Introduction
Teachers of English as a foreign language (L2) are very much in need of new methodologies in the classroom. Gaining the attention of their students and making learning an enjoyable and interesting process is not an easy task, particularly where teenagers are concerned. In Spain, for example, a considerable number of teenagers find it difficult to express themselves in written English. The use of audiovisual translation (AVT) is therefore proving a feasible tool for youngsters (including millennials and digital natives), as they are very much used to dealing with digital material. Thus, the use of audiovisual content in the classroom can at least make children pay more attention, as well as making the learning process an entertaining and enjoyable activity. Subtitling as an active task was considered as a potential solution to improving Spanish secondary students’ written skills, since the activities related to it can be entertaining, dynamic and stimulating and are, therefore, capable of breaking the routine monotony of the classroom.
This study focuses mainly on interlingual subtitling (the transfer of an audiovisual text from a source language into a target language considering the cultures involved) as a tool that can help students to produce better texts in English and improve their written skills. To do this, the researcher followed a series of steps, some of which should have been carried out by the students more thoroughly so that the subtitling activities could have resulted in improved L2 written language production.
The present paper is arranged in the following manner so that it: (1) explains the steps followed in the experiment; (2) observes and discusses the results brought to light by this method, which can vary according to the participants involved; and (3) provides foreign language practitioners and scholars with sound practice guidelines for similar projects including teenagers learning an L2.
2 Subtitling as a tool in the foreign language classroom
Given the variety of AVT, and depending on the skills that need to be improved in the L2 classroom, teachers and scholars are able to make use of a whole array of activities aimed to improve different skills with the support of ICT tools. Different approaches have been taken over the years with regard to dealing with subtitling as a tool in foreign language education. An increasing number of studies on the use of subtitles in the classroom have been conducted during the last decades (Borrás and Lafayette 1994; Danan 1992, 2004, 2015; Díaz Cintas 1995, 2012; Gambier 2015; Incalcaterra and Lertola 2011, 2014; Neves 2004; Talaván 2006, 2011, 2013; Vander-plank 1998, 2015, among others).
Díaz Cintas (2001) divides the different types of subtitles into intralingual (both the audio and the subtitles are in the same language, from L2 to L2), interlingual (the audio is in one language and the subtitles in another, from L2 to L1) and bilingual (the audio is in one language and the subtitles in the same language along with a second, from L1 to L1 and L2). As far as subtitles with a didactic purpose are concerned, Talaván (2013) establishes a taxonomy as follows: bimodal subtitles (audio in L2 and subtitles in L2, intralingual); traditional or standard subtitles (audio in L2 and subtitles in L1, interlingual); and reverse subtitles (audio in L1 and subtitles in L2, interlingual). The term used for the purposes of this experiment is interlingual subtitles. From a didactic point of view, some authors support the idea that “through subtitling, be it reverse or direct/traditional, learners perform a task within a complete didactic context involving images, sounds, translation and the use of ICTs” (Talaván and Rodríguez-Arancón 2014: 86). This provides teachers with numerous ways in which to exploit active subtitling in the L2 class, combining “verbal and non-verbal sounds, graphemes and other visual semiotic signs” (Zabalbeascoa 2008: 34) as elements that conform to the audiovisual text.
In the case of Spain, for example, Talaván (2006, 2010, 2011) has conducted pioneering and extensive research in the field of active subtitles in the L2 classroom. She analyses the potential of subtitles as a support for enhancing language skills, and subtitling as an active task for students to improve their written skills in an L2, distinguishing between merely viewing subtitles (a passive activity) and allowing students to participate in the subtitling process as a concrete activity (active subtitling). Talaván (2012, 2013) justifies the use of subtitles in the L2 class in theory and practice by making use of mixed methods to validate the potential of active subtitling for the improvement of linguistic skills. Talaván and Rodríguez-Arancón (2014) examine the benefits of written and translation skills by using reverse subtitling within a collaborative online setting. Using AVT as an innovative method of teaching, Talaván and Ávila-Cabrera (2015) assess the combination of dubbing and subtitling activities within a quasi-experimental setting. This research aims to improve translation, written and oral production skills through the dubbing and reverse subtitling of videos.
LeVIS (http://levis.cti.gr/index.php?lang=en), Learning via Subtitling, is a pioneering project in which the creation of materials for the L2 class along with video subtitling activities via the LvS software created exclusively for the project were the main goals (Sokoli, Zabalbeascoa and Fountana 2011). This multicultural project involved six European countries (Hungary, Romania, UK, Portugal, Greece and Spain), most of the participants being from a university background. Among the most important findings, the researchers pinpoint the manner in which the participants benefitted from the different activities created for the project independently of their linguistic level, language, etc. A second major project involving the creation of AVT activities is ClipFlair (Baños and Sokoli 2015; Sokoli 2006, 2015). This platform (http://clipflair.net/) allows users to interact with videos to which voice and text can be added, that is, they deal with diverse AVT modes such as dubbing, voiceover, direct and reverse subtitling and the like. Users can benefit from diverse platform tools (activity, video and image gallery and studio), different languages and topics for captioning and re-voicing both for the classroom and online learning.
Learning vocabulary is another area that has been researched using AVT activities in the classroom. Talaván (2007) analyses ways of learning vocabulary through the subtitling of authentic videos. A publication worth mentioning in this area is Lertola’s (2012), which she devotes to incidental vocabulary acquisition via subtitling activities for students of Italian as an L2. Sanderson (2015) and Marzà and Torralba (2015) examine language learning on the basis of subtitled cartoons. Whereas the former analyses the way foreign idioms can be taught, the latter approach their study to incidental learning in Spain, which is a dubbing stronghold. In addition, since language teaching directly concerns culture, there are also studies worth mentioning on improving cultural awareness and intercultural content (Boreghetti 2011; Borghetti and Lertola 2014) through the use of subtitling.
Some of the most current AVT modes that concern accessibility can also be applied to the teaching of foreign languages. Talaván and Ávila-Cabrera (2016) conducted a project at the Spanish National Open University (UNED), in which 128 videos were subtitled collaboratively from English into Spanish using Amara (http://www.amara.org/es/) and making them accessible to a wider audience by finally uploading them to YouTube. The aforementioned authors (2017) have continued to research this field, which has begun to be referred to as social subtitling (non-professional subtitling with the aim of making audiovisual materials accessible to a wider audience), and also within the UNED, university students subtitled videos interlingually (six from English to Spanish and 10 from Spanish to English) on university-related contents and commissioned by CanalUNED (https://canal.uned.es/), the UNED audiovisual repository. Diverse subtitling software programmes were offered to participants for the purposes of the project, once again including Amara. Both projects therefore demonstrate how social subtitling can benefit students in terms of linguistic improvement as well as gaining insights into translation strategies and the conventions of this AVT mode.
3 The experiment
A multi-strategy design (Robson and McCartan 2016) has been chosen for the present study from among the various methods available in the field of L2 teaching. The reason for this is that the researcher has made use of both qualitative data in the form of a pre- and post-study questionnaire and quantitative data by means of written English assessments. The research was designed around the following research questions, which were addressed by analysing the collected data:
• Is active subtitling a useful tool for teenage students’ written English (as an L2)?
• Are subtitling tasks entertaining and useful for the purposes of L2 learning in the case of teenagers?
This research is quasi-experimental inasmuch as the allocation of the population was not random. Both the experimental and control groups provided quantitative data through the assessment of their English compositions and, in the case of the former, pre and post-study questionnaires were filled out in order to include more data on their level of proficiency in English, familiarity with ICT tools, etc. Data triangulation was then used to obtain more reliable results (Denzin 1988) in terms of the aforementioned data sources. Regarding the treatment of these data, the sequential explanatory design (Creswell 2003) was used to examine the quantitative data. The qualitative data were then scrutinised with the aim of validating or refuting the findings previously obtained.
The project took place during the 2015-2016 academic course in a private centre supported by public funds named Colegio de Jesús, based in the north of Madrid. This school uses a bilingual project called Programa Beda (www.ecmadrid.org/programas/programabeda) which is intended for religious schools in Madrid. Their main goals include fostering students’ English skills by implementing activities as well as promoting communication in English, offering students the opportunity of taking the Cambridge English language assessments, providing the students with English native speakers as language assistants in infant, primary and secondary classes and offering them the opportunity of participating in English summer camps and staying in British schools during the summer holidays, among other things.
The author of this paper was the only researcher to conduct this study. The chosen course was the third course in secondary school and, considering that text-books are usually changed every four years in Madrid, it must be said that these students had just received a new international English course book for that school year. This was Succeed in English (2013), published by Oxford University Press, level B2, in accordance with the Common European Framework of Reference for Languages (CEFRL). Both the students’ book and workbook aim to improve grammar, vocabulary, reading and listening skills and writing, as well as everyday listening and speaking, familiarity with culture and Content and Language Integrated Learning (CLIL) and literature. It also includes a wide choice of audiovisual materials (video and audio) in the digital book that teachers can use in class. This meant that the level of the book was higher than the students’ competences in the different skills, so the use of an innovative tool for the improvement of written work in English (one of the skills with which a considerable number of students have problems) could prove a useful resource. Given that one of the main goals of this project was to evaluate the potential of subtitling as an active task, two groups were chosen and defined. There was a control group made up of 21 students and an experimental group of 31 students. The latter had a number of active subtitling (Talaván 2012) sessions as their innovative task.
In addition, both groups followed the contents included in the course syllabus, and every term they submitted an English composition to be assessed according to the rubric shown below.
TABLE 1
Writing production assessment rubric
Grammar: the student is able to produce grammatically correct structures.
Vocabulary: there is a variety of different vocabulary used throughout the composition.
Syntax: word order is followed based on English and idiomatic structures.
Cohesion: the student is able to present connected ideas, developing and supporting arguments.
The purpose of including the assessment criteria was an attempt to assess the compositions in more precise and accurate terms. All the students had to write an assessed composition in English (some 70-80 words) every term on the following topics:
• 1st term: What type of clothes do you like wearing? Write a description of the clothes you wear during the week, at weekends and on special occasions.
• 2nd term: Write an informal e-mail inviting your friends to your house for your birthday party. Tell them that they can bring some friends over and that there’s no need to bring any food or drinks.
• 3rd term: Today, more and more people are used to being connected to their smartphones at all times. Can youngsters and adults become addicted to them? Support your argument either in favour or against this statement.
The activities involved in the experiment were organised over the three terms and took place in a secondary school in Madrid. These can be seen in table 2.
TABLE 2
Tasks and subtitling sessions
| Time line | Tasks | Subtitling sessions |
| 1st term (September-November 2015) | 1st composition | • 16 October 2015 subtitling conventions• 23 October 2015 pre-study questionnaire• 5 November 2015 Amara (tutorials)• 27 November 2015 Amara (tutorials) |
| 2nd term (December-March 2015-2016) | 2nd composition | • 4 December 2015 subtitling practice• 15 January 2016 subtitling practice• 5 February 2016 subtitling practice• 11 March 2016 subtitling practice |
| 3rd term (April-June 2016) | 3rd composition | • 8 April 2016 subtitling practice• 5 May 2016 subtitling practice• 20 May 2016 subtitling practice• 11 March 2016 subtitling practice / post-study questionnaire |
As shown in table 2, during the first term, the first classes were used to provide the students with some general insights into subtitling conventions (Talaván, Ávila-Cabrera and Costal 2016), although no professional subtitles were expected of them. Although the students were told that a number of active subtitling activities were going to take place in order to improve their level of written English, no comprehensive instructions were given on the linguistic direction used to subtitle the videos or topics, which they could choose themselves by using Amara. It is worth noting here that, in order to improve the students’ written English skills, the audio should be in Spanish and the subtitles in English, although, in fact, their oral skills would also benefit from subtitling English to Spanish. All the students were organised in groups of two or three and instructed to subtitle at least one video by the end of the course. Some tutorials were also given on the use of Amara to familiarise the students with the platform. After all these preliminary steps, the subtitling sessions took place. Both the control and experimental groups had three hours of English per week, but in the case of the latter, an hour dedicated to tutorials was used so that there was no interference with regard to the number of regular tuition hours in English for both groups.
Regarding qualitative data, the students filled in a pre-study questionnaire1 containing general questions using Google forms. At the end of the project, a post-study questionnaire2 was also given to the students containing a number of questions on the project in order to assess learning outcomes, difficulties encountered and the like.
Amara was chosen as the subtitling platform because it is a user-friendly tool as well as to make the students aware of the ways in which social subtitling (Talaván and Ávila-Cabrera 2016, 2017) can benefit a myriad of users independently of their language proficiency. All the tools described above were used to implement this project.
4 Data analysis and discussion
As this study follows a multi-strategy design (Robson and McCartan 2016), the triangulation of data is relevant so that quantitative data can be examined and then compared with qualitative data either to corroborate or refute the findings obtained, addressing the research questions outlined at the beginning of the paper scientifically:
• Is active subtitling a useful tool for teenage students’ written English (as an L2)?
• Are subtitling tasks entertaining and useful for the purposes of L2 learning in the case of teenagers?
Both these questions are answered once all the results have been obtained in the following sections where information on the questionnaires and the assessments written in English are analysed and discussed.
4.1. PRE-STUDY QUESTIONNAIRE
As far as the population is concerned, it was not chosen at random, so we are dealing with a quasi-experimental study, in which the control group was composed of 21 students and the experimental group had 31 out of which 27 students filled in the pre-study questionnaire, indicating that they had signed up for the project. They were mostly aged between 13 and 16; all students were Spanish (96.3%) with the exception of one student from the Dominican Republic (3.7%), and 48.1% were male and 51.9% female. As regards official English certificates, 88% had no level of certification in the English language at all.
In terms of their English oral and written skills, the students seemed to think they were mostly intermediate and upper-intermediate (57.7%) as they indicated in the pre-study questionnaire. However, this did not seem to correspond with the results obtained by most of them after they had taken some course tests. When they were asked about their written English skills, most students (66.6%) also indicated that they were intermediate and upper-intermediate. These data might also indicate that they did not actually have a thorough knowledge of the linguistic competences required at each level of the CEFRL.
They seemed to be very familiar with audiovisual materials as, indeed, the survey would indicate: 92.6% said that they relied on the support of audiovisual materials – in class (26.9%). Among these materials some corresponded to films (26.9%), TV series (11.5%), DVDs from course books (57.7%) and others (3.8%). Two questions dealt with subtitling and, in the case of intralingual subtitles (both audio and subtitles in English), 25.9% said they had never used them, 40.7% hardly ever, 14.8% sometimes and, finally, 18.5% said that they had used them often and always. Interlingual subtitles (audio in English and subtitles in Spanish) were more familiar to them, with only 37% admitting that they had never used them, 33.4% hardly ever, 14.8% sometimes, and 14.8% often and always. We can therefore infer that intralingual subtitles were more familiar to them with about 33.3% using them as against interlingual subtitles where the figure was 29.6%. This seemed to be a more common result among advanced learners, and did not seem to apply to some students whose marks and abilities in English language were poor. Concerning the various AVT modes available, while 37% said that they preferred audiovisual programmes dubbed into Spanish, 40.7% opted for subtitled programmes in their native tongue, 18.5% preferred subtitles in the original language and only 1% preferred programmes in the original version without subtitles.
The questions concerning their expectations from the project were important in order to analyse their views and opinions after the project. The majority of students – 77.8% – expected their written English to have improved, 29.6% their oral skills, 33.3% their reading comprehension skills and 59.3% their listening comprehension, while 59.3% expected to have expanded their vocabulary and 7.4% to have improved their computer skills. Considering that one of the main goals was to improve their written skills in English, the responses on written production and vocabulary seemed to be pointing in the positive direction.
4.2. COMPOSITION ASSESSMENT
The tool used to prove the benefits derived from the active subtitling of the participants was to assess the compositions that both groups submitted over the three terms in accordance with the aforementioned criteria for written English. Accordingly, attention was paid first of all to the control group, and the results of their assessment on the grounds of the average are illustrated below.
Figure 1. Control group written assessment.
Figure 1 demonstrates that the control group, which did not rely on any support from active subtitling, showed significant progress from the first term to the third term. In this case, the activities carried out throughout the course seem to have had a positive effect on their written English.
Regarding the experimental group, which subtitled videos actively during the school course, their results, which are also based on the average, are shown in figure 2.
Figure 2. Experimental group written assessment.
Figure 2 demonstrates that the progress shown by the experimental group in terms of written production was positive. As the first term was mainly dedicated to familiarising the students with Amara and subtitling, it was during the second term that some improvement took place, and the final marks show an improvement in their skills.
The above data show that both groups improved gradually in terms of their written skills throughout the course. However, while the control group showed progress of +0.9 from the first to the third term, the experimental group showed an improvement of +0.6.
The average calculated above takes all the results from the written assessment into account. However, the statistical measure mostly considered for the purposes of this data analysis is the median (as it highlights the central value of a series of hierarchical numbers). Tables 3 and 4 show the median of both the control and experimental groups regarding the marks obtained in the assessment.
TABLE 3
Control group’s median
TABLE 4
Experimental group’s median
As we can see from the above figures, while in the control group’s median there is an increase of +1.5, in the case of the experimental group the increase was +0.5. These data might seem to contradict what was expected from the project, since the control group showed more progress without the help of active subtitling, from 5.75 to 7.25. However, if we focus on the experimental group, we can see that it has actually improved the median quantitatively, that is, from 6.5 to 7. All in all, we are able to state that a slight improvement in the students’ written skills took place thanks to active subtitling as a learning tool.
4.3. POST-STUDY QUESTIONNAIRE
The post-study questionnaire obtained fewer responses and, out of the 27 students who had signed up for the project, only 16 completed this last task. Among these, 31.3% were male and 68.8% female, which might again indicate that female teenage students seem to be more responsible when dealing with this type of school task.
When the students were asked if their writing skills from Spanish to English had improved, 18.8% said very little, 62.5% a lot and 18.8% very much. Concerning written improvement from English to Spanish, 31.3% said a little, 56.3% a lot and 12.5% very much. In both cases, the majority of responses were positive. In fact, the goal in this regard was to improve the students’ written skills in English, which was acknowledged by 81.3% against 68.8% who felt their written Spanish had improved.
The subtitling production was unsuccessful considering that each group had to subtitle at least one video. These data invite us to consider providing students with more detailed instructions when dealing with some type of active subtitling in terms of the number of videos to subtitle, topics, languages involved, etc. The subtitled production can be seen as follows.
TABLE 5
Subtitling production
The number of videos finally subtitled did not fully meet the expectations of the present project. One of the reasons why the rest of the students might not have finished subtitling their videos could be the fact that this experiment was not included as part of their English syllabus assessments. However, active subtitling was the medium used for the improvement of written English. It should also be noted here that, despite the suggestion that active subtitling might help the students improve their English skills, none of the final videos submitted included Spanish to English subtitling. There was, thus, a flaw in terms of not having provided the participants with clear enough instructions.
A number of final questions dealt with Amara as a captioning platform. Some of their answers indicated that Amara was satisfactory because “while you are subtitling, you are practising English and its translation”, “it has improved my skills in English”, and “it’s very easy to learn to subtitle a video”, and most of the answers were positive regarding the possibility of using Amara in the future.
4.4. FINDINGS
The data analysed in the previous sections show a number of findings as well as addressing the research questions given below.
• Is active subtitling a useful tool for teenage students’ written English (as an L2)?
The data analysis (figures 1 and 2) clearly shows that, in this case study, active subtitling improved the experimental group’s written English skills to some extent. Although the control group showed an improvement in their written skills without the benefit of any AVT tool, the experimental group showed a slight improvement in quantitative terms (tables 3 and 4). If we focus on the qualitative data provided by the students (81.3%) in this group as well as the students’ answers concerning the validity of active subtitling as a means of improving their written skills, we can therefore triangulate both the quantitative and qualitative data.
• Are subtitling tasks entertaining and useful for the purposes of L2 learning in the case of teenagers?
Although a reduced number of the students filled in the post-study questionnaire, we can still infer that they would not be reluctant to use Amara in the future. Another of the purposes of the experiment was therefore fulfilled, namely using a platform of interest and entertainment value as far as its users were concerned. This was proved by the qualitative data.
In a nutshell, this research involved the collection of quantitative and qualitative data first of all, and then finally triangulating the results to corroborate a number of findings that justify the use of active subtitling in the L2 class, and enabling us to claim that this practice does indeed bring positive results as far as this particular population is concerned.
5 Conclusions
The present experiment has attempted to validate the potential of active subtitling to improve written English in secondary schools. It was conducted in a secondary school in Madrid on a population of teenage native speakers of Spanish, and made use of a concrete methodology based on a multi-strategy design.
Judging by the evidence gleaned during the experiment and then analysed and discussed, there were a number of positive results. The experimental group showed some improvement in their written English skills. The quantitative and qualitative data showed a positive rapport between some of the results and the students’ views. Focusing on what they themselves thought, 81.3% said that their L2 written skills had improved thanks to the experiment. In addition, they considered Amara a user-friendly platform that they enjoyed using while subtitling. Some promising results can be inferred from the quantitative data inasmuch as the experimental group average showed an improvement in terms of their written English by +0.68, with the support of this AVT tool, and the control group scored an average of +0.8. Thus, the research questions were addressed by all the data collected.
As far as social subtitling is concerned, the students gained an awareness concerning the importance of providing subtitles to online videos for the benefit of other users. This altruistic practice – mainly led by fansubbers or amateur subtitlers – is growing day by day and, although some of the subtitles produced can be of a high quality, the most important aspect is that many users who are unfamiliar with other languages have access to the myriad of audio-visual products available online.
An important number of limitations and weaknesses also came to light during the experiment. (1) The population was small so the results obtained should be treated as a case study. (2) The number of subtitled videos was very limited; this could relate to the fact that there was no possibility of a reward in the participants’ final course marks. (3) The responses obtained from the post-study questionnaire show that a significant number of students withdrew given that, out of 27 students, only 16 filled in the final survey. (4) The choice of language combinations available to the students at the outset of the study meant that they subtitled from English to Spanish (and not vice versa) and this was at odds with the purpose of the project, which aimed to improve the participants’ written English. (5) It was not unusual for some technical computing issues to take place especially when using laptops and involving the Internet connection. This caused the participants to miss out on some of the practice in the classroom.
As research involves experimenting, and experiments can provide researchers with positive or negative results, the current goal here was to learn from the weaknesses of this project and, thereby, to elaborate a good practice guide for any teacher, lecturer or researcher interested in conducting similar projects with teenagers.
5.1. GOOD PRACTICE GUIDE
A series of recommendations with the aim of avoiding some of the most significant flaws in this project is as follows:
• The students must be clearly informed of the goals of the project in terms of L2 skills improvement, tools, subtitling platform(s) and software, etc.
• Provide a time-line to suit the participants’ timetables and availability.
• Provide the students with the videos they have to subtitle so that less time is spent searching for diverse types of video.
• A list of instructions must be presented concerning the languages involved in the subtitling and the direction required: L2-L1, L1-L2, L2-L2, and the like, in accordance with the purposes of the project.
• It is advisable to include a large population so that the results can be extended to other individuals.
• It is important to meet deadlines so that all tasks can be completed.
• Participants should receive some quantitative reward for participating in order to avoid a high dropout rate for the project, for example, adding 1 extra mark to their final mark after each term.
• The activities and tasks should be motivating enough for participants to work actively, and learning can be directly connected with enjoyment, thus avoiding a high dropout rate.
All in all, it is hoped that the present chapter will add some insights to the literature concerning subtitling as a didactic tool for the L2 class. The good practice guide can also be used to highlight elements of use to some teachers/researchers, considering that as a case study, every group has its own characteristics and not all recommendations work with all types of student. More research into this type of AVT methodology needs to be conducted, considering that the majority of teenagers in Spain are currently unable to use the English language properly, and given the importance of the use of foreign languages in all walks of life.
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Lertola, Jennifer (2012). “The effect of the subtitling task on vocabulary learning”. In Pym, Anthony and David Orrego-Carmona (eds.). Translation Research Projects. Tarragona: Intercultural Studies Group, 61-70.
Orrego-Carmona, David (2013). “Using non-professional subtitling platforms for translator training”. Rivista internazionale di tecnica della traduzione = International journal of translation (15), 129-144. <https://www.openstarts.units.it/bitstream/10077/10611/1/orrego-carmona_ritt15.pdf> (Accessed 5 September, 2017).
Marzà, Anna and Gloria Torralba (2015). “Incidental language learning through subtitled cartoons: is it possible in a dubbing country?” In Gambier, Yves, Annamaria Caimi and Cristina Mariotti (eds.). Subtitles and Language Learning. Principles, Strategies and Practical Experiences. Bern: Peter Lang, 199-219.
Neves, Josélia (2004). “Language awareness through training in subtitling”. In Orero, Pilar (ed.). Topics in Audiovisual Translation. Amsterdam and Philadelphia: John Benjamins, 127-140.
Pérez-González, Luis (2007). “Intervention in new amateur subtitling cultures: A multimodal account”. Linguistica Antverpiensia. New Series–Themes in Translation Studies 6, 67-80. <https://lans.ua.ac.be/index.php/LANS-TTS/article/view/180/111> (Accessed 5 September, 2017).
Robson, Colin and Kieran McCartan (2016). Real World Research: A Resource for Users of Social Research Methods in Applied Settings (4th edn). Chichester: John Wiley & Sons.
Sanderson, John (2015). “Caught red handed? Teaching foreign idioms with a visual head in subtitled cartoons”. In Gambier, Yves, Annamaria Caimi and Cristina Mariotti (eds.). Subtitles and Language Learning. Principles, Strategies and Practical Experiences. Bern: Peter Lang, 323-344.
Sokoli, Stavroula (2006). “Learning via Subtitling (LvS): A tool for the creation of foreign language learning activities based on film subtitling”. Proceedings of MuTra: Audiovisual Translation Scenarios: Conference Proceedings, 1-8. <http://www.sub2learn.ie/downloads/2006_sokoli_stravoula.pdf> (Accessed 5 September, 2017).
Sokoli, Stavroula, Patrick Zabalbeascoa and Maria Fountana (2011). “Subtitling Activities for Foreign Language Learning: What Learners and Teachers Think”. In Incalcaterra McLoughlin, Laura, Marie Biscio and Máire Áine Ní Mhainnín (eds.). Audiovisual Translation Subtitles and Subtitling. Theory and Practice. Bern: Peter Lang, 219-242.
Talaván, Noa (2006). “Using subtitles to enhance foreign language education”. Porta Linguarum 6, 41-52. <http://www.ugr.es/~portalin/articulos/PL_numero6/indice.pdf> (Accessed 5 September, 2017).
Talaván, Noa (2007). “Learning vocabulary through authentic video and subtitles”. TESOL-SPAIN Newsletter 31, 5-8.
Talaván, Noa (2010). “Subtitling as a Task and Subtitles as Support: Pedagogical Applications”. In Díaz Cintas, Jorge, Anna Matamala and Josélia Neves (eds.). New Insights into Audiovisual Translation and Media Accessibility. Amsterdam: Rodopi, 285-299.
Talaván, Noa (2011). “La influencia efectiva de los subtítulos en el aprendizaje de lenguas extranjeras: análisis de investigaciones previas”. Sendebar 22, 265-282. <http://revistaseug.ugr.es/index.php/sendebar/article/view/354> (Accessed 5 September, 2017).
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Talaván, Noa (2013). La subtitulación en el aprendizaje de lenguas extranjeras, Barcelona: Octaedro.
Talaván, Noa and Pilar Rodríguez-Arancón (2014). “The use of reverse subtitling as an online collaborative language learning tool”. The Interpreter and Translator Trainer 8(1), 84-101.
Talaván, Noa and José Javier Ávila-Cabrera (2015). “First Insights into the combination of dubbing and subtitling as L2 didactic tools”. In Gambier, Yves, Annamaria Caimi and Cristina Mariotti (eds.). Subtitles and Language Learning. Principles, Strategies and Practical Experiences. Bern: Peter Lang, 149-172.
Talaván, Noa and Ávila-Cabrera, José Javier (2016). “Collaborative networks to provide media accessibility: the potential of social subtitling”. In Calle-Martínez, Cristina, M.ª Dolores Castrillo de Larreta-Azelain and Antonio Pareja-Lora (eds.). Innovating in the Didactic Second Language Scenario: New Mobile, Open and Social Models. Porta Linguarum. Monográfico I, 125-138. <http://www.ugr.es/~portalin/articulos/PL_monograph1_2016/art_10.pdf> (Accessed 5 September, 2017).
Talaván, Noa, José Javier Ávila-Cabrera and Tomás Costal (2016). Traducción y accesibilidad audiovisual. Barcelona: Editorial UOC.
Talaván, Noa and José Javier Ávila-Cabrera (2017). “Providing the university community with accessible videos”. In David Orrego-Carmona and Yvonne Lee (eds.). Non-Professional Subtitling. Newcastle upon Tyne: Cambridge Scholars, 276-294.
Vanderplank, Robert (1988). “The value of teletext sub-titles in language learning”. ELT journal 42(4), 272-281. <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.476.2771&rep=rep1&type=pdf> (Accessed 5 September, 2017).
Vanderplank, Robert (2015). “Thirty years of research into captions/ same language subtitles and second/foreign language learning: Distinguishing between ‘effects of’ subtitles and ‘effects with’ subtitles for future research”. In Gambier, Yves, Annamaria Caimi and Cristina Mariotti (eds.). Subtitles and Language Learning. Principles, Strategies and Practical Experiences. Bern: Peter Lang, 19-40.
Zabalbeascoa, Patrick (2008). “The nature of the audiovisual text and its parameters”. In Díaz Cintas, Jorge (ed.). The Didactics of Audiovisual Translation. Amsterdam and Philadelphia: John Benjamins, 21-37.
Course books
Hardy-Gould, Janet and James Styring (2013). Succeed in English. Workbook. 3. Oxford: United Kingdom.
Wetz, Ben, Helen Halliwell, Alex Raynham and Jacqueline Walk-den (2013). Succeed in English. Student’s Book. 3. Oxford: United Kingdom.
