DUBBING TECHNIQUE IN PRONUNCIATION
SKILL AMONG MIDDLE BASIC EDUCATION
STUDENTS AT A PUBLIC INSTITUTION IN
LOJA SCHOOL YEAR 2023-2024
TÉCNICA DE DOBLAJE EN LA HABILIDAD DE
PRONUNCIACIÓN ENTRE ESTUDIANTES DE
EDUCACIÓN BÁSICA MEDIA DE UNA INSTITUCIÓN
PÚBLICA DE LOJA AÑO ESCOLAR 2023-2024
Maylee Coralia Gaona Calva
Universidad Nacional de Loja, Ecuador
PhD. Adriana Elizabeth Cango Patiño
Universidad Nacional de Loja, Ecuador
Mgtr. Jimmi Fabricio Celi Díaz
Universidad Nacional de Loja, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i6.15052
Dubbing Technique in Pronunciation skill Among Middle Basic Education
Students at a Public Institution in Loja School Year 2023-2024
Maylee Coralia Gaona Calva1
Maylee.gaona@unl.edu.ec
https://orcid.org/0009-0008-1485-5874
Universidad Nacional de Loja
Ecuador
PhD. Adriana Elizabeth Cango Patiño
adriana.cango@unl.edu.ec
https://orcid.org/0000-0003-3073-477X
Universidad Nacional de Loja
Ecuador
Mgtr. Jimmi Fabricio Celi Díaz
jimmi.celi@unl.edu.ec
https://orcid.org/0009-0000-4196-0639
Universidad Nacional de Loja
Ecuador
ABSTRACT
This study investigates the effectiveness of the dubbing technique to improve the pronunciation skills
of middle basic education students at a public institution in Loja during the 2023-2024 school year.
Employing a mixed-method approach, the research involved a pretest and posttest to measure
pronunciation improvements and questionnaires to capture students' attitudes towards the technique.
The findings indicate a significant improvement in students' pronunciation skills, highlighting the
potential of dubbing as an effective educational tool. This research contributes to the field by
demonstrating the practical application of dubbing in language learning and providing ideas for
educators who are searching for innovative methods to improve pronunciation.
Keywords: pronunciation, language learning, dubbing, innovative, dynamic
1
Autor principal
Correspondencia: Maylee.gaona@unl.edu.ec
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Técnica de Doblaje en la Habilidad de Pronunciación entre Estudiantes de
Educación Básica Media de una Institución Pública de Loja Año Escolar
2023-2024
RESUMEN
Este estudio investiga la efectividad de la técnica de doblaje para mejorar las habilidades de
pronunciación de estudiantes de educación básica media de una institución pública de Loja durante el
ciclo escolar 2023-2024. Empleando un enfoque de método mixto, la investigación involucró una
prueba previa y posterior para medir las mejoras en la pronunciación y cuestionarios para capturar las
actitudes de los estudiantes hacia la técnica. Los hallazgos indican una mejora significativa en las
habilidades de pronunciación de los estudiantes, lo que pone de manifiesto el potencial del doblaje como
herramienta educativa eficaz. Esta investigación contribuye al campo demostrando la aplicación
práctica del doblaje en el aprendizaje de idiomas y proporcionando ideas para los educadores que buscan
métodos innovadores para mejorar la pronunciación.
Palabras clave: pronunciación, aprendizaje de idiomas, doblaje; innovador, dinámico
Artículo recibido 17 octubre 2024
Aceptado para publicación: 21 noviembre 2024
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INTRODUCTION
The subject of this research is using the dubbing technique to improve pronunciation skills among
middle basic education students at a public institution in Loja during the school year 2023-2024.
Pronunciation is a critical component of language learning, which influences comprehensibility and
communicative effectiveness. Despite its importance, achieving accurate pronunciation continues to be
a challenge for many students, especially in non-native English-speaking environments.
The ability to pronounce words correctly in English is often impeded by a lack of exposure to native
speech patterns and the phonetic differences between English and the learners' native language.
According to Lertola (2019), movie dubbing is a well-studied interactive foreign language learning
technique that helps learners improve their pronunciation by providing them with a clear model to
emulate. Therefore, traditional methods of teaching pronunciation, which often rely heavily on
repetition and phonetic exercises, may not fully engage students or provide sufficient practical
application. In Ecuador, English is taught as a foreign language, and students often have limited
opportunities to practice speaking with native speakers. This limitation can lead to fossilized
pronunciation errors that are difficult to correct over time.
The dubbing technique offers an innovative solution to these challenges by incorporating audiovisual
materials into the learning process. Zaccagnino (2022), indicates that dubbing is a post-production
method that achieves a natural sound by replacing the recording in the original language with audio in
another language. In other words, the technique consists of replacing the original voices of movies or
television programs with the voices of the learners, thus providing a dynamic and engaging environment
for learners to practice pronunciation. In addition, by working with authentic materials, students can
immerse themselves in the stress of the words, intonation, individual sounds, and rhythm that native
speakers use in the English language, which in most cases are difficult to understand with traditional
methods alone.
The justification for this study is based on the growing need for innovative and effective language
teaching methods that overcome the limitations of traditional approaches. By integrating dubbing into
the curriculum, educators can offer students a dynamic and interactive way to practice pronunciation,
thus improving their overall communication skills.
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This is especially relevant in the context of the Ecuadorian educational system, where English
proficiency is a national goal.
The relevance of this study is highlighted by the increasing importance of English proficiency for global
communication and academic success. Developing strong pronunciation skills is essential for students'
future opportunities. This study contributes to the educational field by providing evidence of the
effectiveness of dubbing as a technique to help improve pronunciation. In addition, by practicing with
real-life scenarios and listening to their own voices in various contexts, students can better understand
and replicate native speech patterns, addressing multiple learning styles such as auditory, visual, and
kinesthetic.
This study aims to demonstrate the effectiveness of the dubbing technique on pronunciation skill and
to describe students' perceptions of the use of the dubbing technique. And the research questions are:
What is the effectiveness of using dubbing technique to improve students' pronunciation? and also,
What are students' perceptions about the use of dubbing technique to improve students' pronunciation
skill?
METHODOLOGY
This study employed a mixed-methods approach following an action research model as it involved the
implementation of an intervention proposal, combining both quantitative and qualitative methods to
comprehensively evaluate the effectiveness of the dubbing technique in improving pronunciation skills
among middle-basic education students. The study was implemented during the 2023-2024 school year
at a public institution in Loja.
The research was conducted in several stages to ensure thorough data collection and analysis. Initially,
18 sixth-grade students, aged 10-12 years, who were learning English as a foreign language were
selected using simple random sampling to ensure that every student had an equal chance of being
included in the study. Authentic audiovisual materials were chosen for the dubbing activities, including
short clips from age-appropriate movies and animated videos. Before applying the dubbing technique,
a pre-test was conducted to assess the learners' initial pronunciation skills. This pre-test consisted of a
written test of 4 questions, each related to each indicator, which were individual sounds, word stress,
intonation, and rhythm. After the pre-test, the students participated in dubbing activities for six weeks.
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During this time, the students replaced the original voices of the selected clips with their own voices,
following guided practice sessions held once a week for 45 minutes. The video was projected on the
whiteboard, and the students were divided into small groups, after which they were provided with scripts
of the videos for the respective practice.
After the intervention, a post-test like the previous one was administered to measure improvements in
the learners' pronunciation. A written test of 4 questions focused on each indicator was used for
evaluation in the same manner. For data collection, quantitative data were collected from the scores
obtained in the pre-and post-tests, and qualitative data were collected through questionnaires that
provided insight into the students' experiences and perceptions of the dubbing activities.
Results and Discussion
The study's results and discussion are presented below, providing a clear understanding of the findings
and their implications. The results are supported by relevant data, and the discussion compares these
findings with other national and international research studies.
The pretest results for sixth-grade students established a baseline of their pronunciation skills before the
intervention plan. The average score was 7.10 out of 10, which is considered neutral according to the
Ministry of Education's grading scale. The pretest highlighted specific areas where students had
difficulties. For example, the students scored 2.17 in word stress, indicating some difficulty in
identifying word stress even with common vocabulary. They also scored 1.53 in rhythm, suggesting
challenges in maintaining the natural flow of speech. Additionally, a score of 1.69 in individual sounds
showed difficulties in pronouncing specific sounds correctly.
After the intervention using the dubbing technique, the post-test results showed notable improvements.
The average score increased, reflecting enhanced pronunciation skills across all measured categories.
Table 1 Comparison of Pretest and Posttest means before and after the intervention plan in vocabulary
learning.
Indicators
Pre-Test
Post-test
Word Stress (2.5/2.5)
2,17
2,3
Intonation (2.5/2.5)
1,53
1,8
Rhythm (2.5/2.5)
1,72
2,1
Individual Sounds (2.5/2.5)
1,69
2,0
Total mean
7,1
8,3
The table above shows the comparison of the pretest and posttest means
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The discussion highlights the positive impact of the dubbing technique on students' pronunciation skills.
Previous studies have also shown that using film dubbing in English language teaching can significantly
improve learners' speaking skills, particularly pronunciation. For example, Wati and Rozimela (2019)
found that the dubbing technique helped high school students articulate their ideas better and increased
their self-confidence in speaking. Similarly, Muhtar (2019) demonstrated that dubbing short animation
movies improved speaking abilities in second-year students. Yen Anh (2023) also reported enhanced
pronunciation skills among high school students in Vietnam through the implementation of video
dubbing.
The use of films with interesting themes provided motivation and listening to characters in authentic
situations helped improve pronunciation, considering factors such as intonation, rhythm, and accent.
Practicing active repetition not only reinforced phonetic memory but also increased confidence in
speaking. These findings align with the current study's results, confirming the effectiveness of the
dubbing technique in improving pronunciation skills
Objective 1
To demonstrate the effectiveness of dubbing technique in pronunciation skill among middle basic
education students at a public institution in Loja, school year 2023-2024.
The results showed a significant improvement in students' pronunciation skills after the intervention
with the dubbing technique. Initially, the pretest results indicated that students struggled with word
stress, intonation, rhythm, and individual sounds, achieving an average score of 7.10 out of 10. After
six weeks of dubbing practice, the post-test results demonstrated marked improvements across all these
categories. For instance, the scores in word stress increased from 2.17 to 2.45, rhythm from 1.53 to
2.30, and individual sounds from 1.69 to 2.40. These improvements indicate that the dubbing technique
effectively helped students to better understand and produce the correct pronunciation, including the
nuances of stress, rhythm, and specific sounds.
The findings align with previous studies that have also documented the benefits of using dubbing in
language learning. For example, Wati and Rozimela (2019) found that the dubbing technique
significantly improved high school students' speaking skills, including pronunciation. Similarly, Muhtar
(2019) and Yen Anh (2023) reported enhancements in students' pronunciation and speaking abilities
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using video dubbing activities. These studies support the effectiveness of the dubbing technique in
providing students with practical, engaging, and context-rich opportunities to practice and refine their
pronunciation skills.
Objective 2
To describe students' perceptions about the use of dubbing technique in pronunciation skill among
middle basic education students at a public institution in Loja, school year 2023- 2024.
The information collected through open-ended questionnaires provided valuable insights into the
students' experiences and perceptions of the dubbing technique. Most students reported that they found
the dubbing activities enjoyable and engaging. They appreciated the opportunity to practice English in
a fun and interactive way, which helped them feel more confident in their speaking abilities. Many
students highlighted that listening to and imitating native speakers in the films helped them understand
the correct pronunciation, intonation, and rhythm of English more effectively than traditional methods.
CONCLUSIONS
This study demonstrated that the dubbing technique significantly improves English pronunciation skills
among middle basic education students. By integrating this method, students were able to practice and
improve essential pronunciation components such as word stress, intonation, rhythm, and individual
sounds. These findings are directly related to the study’s purpose and align with the research objectives
set out at the beginning.
The use of the dubbing technique not only enhanced the students' pronunciation but also boosted their
self-confidence and motivation to speak English. The technique provided a fun and interactive learning
environment, which fostered greater student engagement and participation. However, the studio was
limited in some respects. One of the main ones was the lack of time as well as the fact that some students
had difficulties adapting to the new technique at the beginning, which had an impact on their initial
performance.
Finally, the study highlighted the effectiveness of the dubbing technique in improving pronunciation
skills. This method offers a valuable contribution to the field of language education. Its interactive
nature makes it a promising tool for language teachers who want to enhance their student's speaking
abilities. Future research could explore the long-term impacts of dubbing on pronunciation and its
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effectiveness across different age groups and proficiency levels. It is recommended to provide adequate
training for teachers on using dubbing techniques and ensure enough resources are available to support
this innovative approach in language learning.
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