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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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.

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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