DUBBING AS A STRATEGY TO OVERCOME
LANGUAGE ANXIETY AND IMPROVE ORAL
COMMUNICATION
DOBLAJE DE VIDEOS COMO ESTRATEGIA PARA REDUCIR
LA ANSIEDAD LINGÜÍSTICA Y MEJORAR LA
COMUNICACIÓN ORAL
Ruben Patricio Guanuche Díaz
Universidad Técnica de Machala – Ecuador
Livington Javier Rojas González
Universidad Técnica de Machala – Ecuador
Julio Amador Merchan Buri
Ministerio de Educación del Ecuador – Ecuador
Gonzalo Emilio Añazco Zhigui
Ministerio de Educación del Ecuador - Ecuador
Glenda Maria Loayza Zambrano
Ministerio de Educación del Ecuador - Ecuador
pág. 4924
DOI: https://doi.org/10.37811/cl_rcm.v9i2.17265
Dubbing as a strategy to overcome language anxiety and improve oral
communication
Ruben Patricio Guanuche Díaz 1
patog_77@hotmail.com
https://orcid.org/0009-0006-2583-1478
Universidad Técnica de Machala
Ecuador
Livington Javier Rojas González
jrlanguageteacher@outlook.com
https://orcid.org/0009-0002-3964-3073
Universidad Técnica de Machala Ecuador
Julio Amador Merchan Buri
jamburi82@gmail.com
https://orcid.org/0009-0009-7918-3922
Ministerio de Educación del Ecuador
Ecuador
Gonzalo Emilio Añazco Zhigui
gonzalo.anazco@educacion.gob.ec
https://orcid.org/0009-0006-5390-0733
Ministerio de Educación del Ecuador
Ecuador
Glenda Maria Loayza Zambrano
glendamlz@hotmail.es
https://orcid.org/0009-0007-3981-5732
Ministerio de Educación del Ecuador
Ecuador
ABSTRACT
Language anxiety (LA) significantly hampers the process of learning a foreign language. This study
aims to explore the effects of video dubbing as an intervention strategy to alleviate LA and lessen its
adverse impact on oral proficiency among students of technical English. The Foreign Language
Classroom Anxiety Scale (FLCAS) by Hortwitz was employed to assess LA levels both prior to and
following an eight-week video dubbing intervention with 48 participants. The research utilized a
combination of quantitative and qualitative methods. Statistical analyses of quantitative data were
conducted by using JAMOVI 2.3.28.0 software, while qualitative assessments were performed with
MAXQDA 24. Additionally, student grade records were analyzed to evaluate the outcomes of the
video dubbing application. The results suggest that video dubbing is an effective approach to reducing
LA and enhancing both student confidence and oral proficiency in foreign language usage.
Keywords: language anxiety, oral proficiency, dubbing
1 Autor Principal
Correspondencia: patog_77@hotmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i2.17265
Dubbing as a strategy to overcome language anxiety and improve oral
communication
Ruben Patricio Guanuche Díaz 1
patog_77@hotmail.com
https://orcid.org/0009-0006-2583-1478
Universidad Técnica de Machala
Ecuador
Livington Javier Rojas González
jrlanguageteacher@outlook.com
https://orcid.org/0009-0002-3964-3073
Universidad Técnica de Machala Ecuador
Julio Amador Merchan Buri
jamburi82@gmail.com
https://orcid.org/0009-0009-7918-3922
Ministerio de Educación del Ecuador
Ecuador
Gonzalo Emilio Añazco Zhigui
gonzalo.anazco@educacion.gob.ec
https://orcid.org/0009-0006-5390-0733
Ministerio de Educación del Ecuador
Ecuador
Glenda Maria Loayza Zambrano
glendamlz@hotmail.es
https://orcid.org/0009-0007-3981-5732
Ministerio de Educación del Ecuador
Ecuador
ABSTRACT
Language anxiety (LA) significantly hampers the process of learning a foreign language. This study
aims to explore the effects of video dubbing as an intervention strategy to alleviate LA and lessen its
adverse impact on oral proficiency among students of technical English. The Foreign Language
Classroom Anxiety Scale (FLCAS) by Hortwitz was employed to assess LA levels both prior to and
following an eight-week video dubbing intervention with 48 participants. The research utilized a
combination of quantitative and qualitative methods. Statistical analyses of quantitative data were
conducted by using JAMOVI 2.3.28.0 software, while qualitative assessments were performed with
MAXQDA 24. Additionally, student grade records were analyzed to evaluate the outcomes of the
video dubbing application. The results suggest that video dubbing is an effective approach to reducing
LA and enhancing both student confidence and oral proficiency in foreign language usage.
Keywords: language anxiety, oral proficiency, dubbing
1 Autor Principal
Correspondencia: patog_77@hotmail.com
pág. 4925
Doblaje de videos como estrategia para reducir la ansiedad lingüística y
mejorar la comunicación oral
RESUMEN:
La ansiedad lingüística (AL) es un factor que afecta negativamente el aprendizaje de idiomas
extranjeros. El objetivo del presente estudio es investigar el impacto del doblaje de videos como
estrategia para reducir la AL y mejorar la competencia oral en estudiantes de inglés técnico. Se utilizó
la escala de ansiedad lingüística (FLCAS) DE Hortwitz para medir los niveles de AL antes y después
de una intervención de doblaje de videos de 8 semanas entre 48 estudiantes. Para este estudio se
utilizaron métodos cuantitativos y cualitativos. Para analizar los datos cuantitativos se utilizó el
software JAMOVI 2.3.28.0. y MAXQDA24 para el análisis cualitativo. Estadísticamente se analizó el
registro de notas para comparar los resultados de la aplicación del doblaje de videos. Los resultados
muestran que el doblaje de video podría ser una estrategia efectiva para disminuir la AL y mejorar la
confianza y competencia oral de los estudiantes en el uso del idioma extranjero.
Palabras clave: ansiedad lingüística, competencia oral, doblaje de videos
Artículo recibido 08 febrero 2025
Aceptado para publicación: 15 marzo 2025
Doblaje de videos como estrategia para reducir la ansiedad lingüística y
mejorar la comunicación oral
RESUMEN:
La ansiedad lingüística (AL) es un factor que afecta negativamente el aprendizaje de idiomas
extranjeros. El objetivo del presente estudio es investigar el impacto del doblaje de videos como
estrategia para reducir la AL y mejorar la competencia oral en estudiantes de inglés técnico. Se utilizó
la escala de ansiedad lingüística (FLCAS) DE Hortwitz para medir los niveles de AL antes y después
de una intervención de doblaje de videos de 8 semanas entre 48 estudiantes. Para este estudio se
utilizaron métodos cuantitativos y cualitativos. Para analizar los datos cuantitativos se utilizó el
software JAMOVI 2.3.28.0. y MAXQDA24 para el análisis cualitativo. Estadísticamente se analizó el
registro de notas para comparar los resultados de la aplicación del doblaje de videos. Los resultados
muestran que el doblaje de video podría ser una estrategia efectiva para disminuir la AL y mejorar la
confianza y competencia oral de los estudiantes en el uso del idioma extranjero.
Palabras clave: ansiedad lingüística, competencia oral, doblaje de videos
Artículo recibido 08 febrero 2025
Aceptado para publicación: 15 marzo 2025
pág. 4926
INTRODUCTION
Foreign language acquisition is a complex process that transcends mere memorization of vocabulary
and grammatical rules. One of the most significant obstacles students face is language anxiety, a
psychological phenomenon that manifests as a negative emotional response to communication in a
non-native language.
"Language anxiety is defined as a negative emotional response associated with communication in a
foreign language, which may manifest itself in different ways, such as nervousness, fear of error, fear
of the judgment of others, or insecurity in language skills. These manifestations can significantly
influence the speaker's fluency, accuracy, and confidence, which in turn can affect the quality and
effectiveness of spoken communication. (Horwitz, as cited in Guanuche Diaz, 2024)."
Over the years, researchers and educators have explored various strategies to mitigate this paralyzing
effect, from relaxation and cooperative learning techniques to more innovative approaches that seek to
create a safe and stimulating learning environment.
Oral proficiency, in particular, is severely affected by language anxiety. Price (1991) found that
speaking in front of their peers is a very anxiety-provoking activity for foreign language learners
because the learners were concerned about making mistakes in pronunciation and being laughed at.
The fear of making mistakes, being negatively judged by others, and insecurity in one's own language
skills can lead students to avoid oral communication situations. This avoidance, in turn, limits
opportunities to practice and improve fluency and accuracy, creating a vicious cycle that perpetuates
anxiety.
In this context, dubbing emerges as a promising strategy to overcome language anxiety and foster oral
proficiency. This technique, which consists of replacing the original voice of a video with the student's
voice and description in the target language, offers a safe and controlled practice environment.
"One of the most distinctive features of dubbing is that the voices heard by the public do not belong to
the original actors but to the dubbing actors lending their voices to the characters. People accustomed
to dubbing accept and tolerate that the voice heard and the image seen on screen come from different
sources voice heard and the image seen on screen come from different sources. (Sanchez, Mompean,
2021)"
INTRODUCTION
Foreign language acquisition is a complex process that transcends mere memorization of vocabulary
and grammatical rules. One of the most significant obstacles students face is language anxiety, a
psychological phenomenon that manifests as a negative emotional response to communication in a
non-native language.
"Language anxiety is defined as a negative emotional response associated with communication in a
foreign language, which may manifest itself in different ways, such as nervousness, fear of error, fear
of the judgment of others, or insecurity in language skills. These manifestations can significantly
influence the speaker's fluency, accuracy, and confidence, which in turn can affect the quality and
effectiveness of spoken communication. (Horwitz, as cited in Guanuche Diaz, 2024)."
Over the years, researchers and educators have explored various strategies to mitigate this paralyzing
effect, from relaxation and cooperative learning techniques to more innovative approaches that seek to
create a safe and stimulating learning environment.
Oral proficiency, in particular, is severely affected by language anxiety. Price (1991) found that
speaking in front of their peers is a very anxiety-provoking activity for foreign language learners
because the learners were concerned about making mistakes in pronunciation and being laughed at.
The fear of making mistakes, being negatively judged by others, and insecurity in one's own language
skills can lead students to avoid oral communication situations. This avoidance, in turn, limits
opportunities to practice and improve fluency and accuracy, creating a vicious cycle that perpetuates
anxiety.
In this context, dubbing emerges as a promising strategy to overcome language anxiety and foster oral
proficiency. This technique, which consists of replacing the original voice of a video with the student's
voice and description in the target language, offers a safe and controlled practice environment.
"One of the most distinctive features of dubbing is that the voices heard by the public do not belong to
the original actors but to the dubbing actors lending their voices to the characters. People accustomed
to dubbing accept and tolerate that the voice heard and the image seen on screen come from different
sources voice heard and the image seen on screen come from different sources. (Sanchez, Mompean,
2021)"
pág. 4927
By dubbing, students can experiment with oral production without fear of immediate negative
evaluation, as they can repeat and correct their recordings as many times as necessary. "Dubbing is
defined as a process that involves replacing the original soundtrack containing the actors’ dialogue
with a recording that reproduces the original message, ensuring that the sounds and the actors’ lip
movements are synchronized. (Talaván & Costal, 2017)."
Furthermore, dubbing allows students to familiarize themselves with the pronunciation, intonation,
and rhythm of the target language playfully and engagingly. By assuming the role of the video
characters, students can overcome shyness and embarrassment, as they feel protected by the character
they are playing. This dissociation between the real self and the fictional linguistic self reduces
pressure and allows students to express themselves more freely.
Dubbing also offers an opportunity to practice oral communication in an authentic context. By
selecting videos that represent required situations, students can develop functional communication
skills and learn to adapt their language to different contexts and audiences.
Objective
This study seeks to explore the potential of dubbing and to outline the benefits of this strategy for
reducing language anxiety and improving students' oral proficiency.
Theoretical framework
Oral competence
Oral communicative competence refers to an individual's ability to express themselves effectively and
comprehensibly using spoken language. This competence is a complex process involving a dynamic
interaction between linguistic factors, such as grammar, vocabulary, and phonology; psychological
factors, such as motivation, anxiety, confidence, and attitudes; and cognitive factors, such as memory,
attention in information processing, and rapid and effective response in a second language. According
to Mercer et al. (2019, p. 296), the framework of orality includes physical skills (pronunciation and
gestures), linguistic skills (appropriate vocabulary choice, register, and grammar), and cognitive skills
(content selection to convey meaning and time management) [...]. Deficiencies in these skills
negatively impact the development of oral communication, as Juliana (2020) mentions: 'The students
By dubbing, students can experiment with oral production without fear of immediate negative
evaluation, as they can repeat and correct their recordings as many times as necessary. "Dubbing is
defined as a process that involves replacing the original soundtrack containing the actors’ dialogue
with a recording that reproduces the original message, ensuring that the sounds and the actors’ lip
movements are synchronized. (Talaván & Costal, 2017)."
Furthermore, dubbing allows students to familiarize themselves with the pronunciation, intonation,
and rhythm of the target language playfully and engagingly. By assuming the role of the video
characters, students can overcome shyness and embarrassment, as they feel protected by the character
they are playing. This dissociation between the real self and the fictional linguistic self reduces
pressure and allows students to express themselves more freely.
Dubbing also offers an opportunity to practice oral communication in an authentic context. By
selecting videos that represent required situations, students can develop functional communication
skills and learn to adapt their language to different contexts and audiences.
Objective
This study seeks to explore the potential of dubbing and to outline the benefits of this strategy for
reducing language anxiety and improving students' oral proficiency.
Theoretical framework
Oral competence
Oral communicative competence refers to an individual's ability to express themselves effectively and
comprehensibly using spoken language. This competence is a complex process involving a dynamic
interaction between linguistic factors, such as grammar, vocabulary, and phonology; psychological
factors, such as motivation, anxiety, confidence, and attitudes; and cognitive factors, such as memory,
attention in information processing, and rapid and effective response in a second language. According
to Mercer et al. (2019, p. 296), the framework of orality includes physical skills (pronunciation and
gestures), linguistic skills (appropriate vocabulary choice, register, and grammar), and cognitive skills
(content selection to convey meaning and time management) [...]. Deficiencies in these skills
negatively impact the development of oral communication, as Juliana (2020) mentions: 'The students
pág. 4928
are unable to communicate in English because they do not have a strong grasp of the vocabulary
needed for the language. Students feel intimidated and lack self-assurance in their ability to
communicate effectively using the English language.'
Linguistic anxiety
It seems that anxiety about learning a foreign language is different from other types of anxiety and that
it correlates negatively with L2 performance (Arnáiz and Guillén, 2012). The anxiety experienced
when learning a foreign language is a phenomenon distinct from other forms of anxiety, and its
presence is inversely related to performance in the target language. In other words, higher anxiety
leads to lower performance.
Linguistic Anxiety (LA) manifests in various ways, especially in the development of oral competence
skills. Students fear being judged for their speaking errors, generating a sense of blockage that
prevents them from expressing themselves fluently.
According to Horwitz et al. (1986), linguistic anxiety manifests in three dimensions: communicative
apprehension, characterized by a lack of communicative skills, and fear of communicating with others,
leading to avoidance of real-life situations. Fear of negative evaluation refers to the “apprehension
about others’ evaluation, avoidance of evaluative situations, and the expectation that others would
evaluate oneself negatively” (p.128). Thus, participants demonstrate shyness and distrust in language
use situations, inhibiting themselves, which affects their communicative development. LA refers to the
apprehension, fear, or unease experienced by individuals when using or attempting to use a second or
foreign language in various linguistic contexts (Dewaele, 2021).
Dubbing to reduce (la) and improve oral competence
According to Nicolae (2018), 'Dubbing is, therefore, understood as a creative process of adapting the
source language text/script/verbalized message to the target language script/soundtrack.' Dubbing is
replacing the original text of an audiovisual production (film, series, video, etc.) with a new recording
of voices in another language. This implies that the translation and adaptation of the text sound natural
in the target language. There must be visual synchronization where the voices and information match
the visual context.
are unable to communicate in English because they do not have a strong grasp of the vocabulary
needed for the language. Students feel intimidated and lack self-assurance in their ability to
communicate effectively using the English language.'
Linguistic anxiety
It seems that anxiety about learning a foreign language is different from other types of anxiety and that
it correlates negatively with L2 performance (Arnáiz and Guillén, 2012). The anxiety experienced
when learning a foreign language is a phenomenon distinct from other forms of anxiety, and its
presence is inversely related to performance in the target language. In other words, higher anxiety
leads to lower performance.
Linguistic Anxiety (LA) manifests in various ways, especially in the development of oral competence
skills. Students fear being judged for their speaking errors, generating a sense of blockage that
prevents them from expressing themselves fluently.
According to Horwitz et al. (1986), linguistic anxiety manifests in three dimensions: communicative
apprehension, characterized by a lack of communicative skills, and fear of communicating with others,
leading to avoidance of real-life situations. Fear of negative evaluation refers to the “apprehension
about others’ evaluation, avoidance of evaluative situations, and the expectation that others would
evaluate oneself negatively” (p.128). Thus, participants demonstrate shyness and distrust in language
use situations, inhibiting themselves, which affects their communicative development. LA refers to the
apprehension, fear, or unease experienced by individuals when using or attempting to use a second or
foreign language in various linguistic contexts (Dewaele, 2021).
Dubbing to reduce (la) and improve oral competence
According to Nicolae (2018), 'Dubbing is, therefore, understood as a creative process of adapting the
source language text/script/verbalized message to the target language script/soundtrack.' Dubbing is
replacing the original text of an audiovisual production (film, series, video, etc.) with a new recording
of voices in another language. This implies that the translation and adaptation of the text sound natural
in the target language. There must be visual synchronization where the voices and information match
the visual context.
pág. 4929
Dubbing allows students to feel more comfortable and less anxious when speaking. By not being
exposed to other people, they feel more motivated to use the language orally. Dubbing allows students
to repeat the interpretation of the text as many times as necessary, to model and assess their
pronunciation. As mentioned by Burston (2005, p.80), “dubbing can be done and redone as often as
needed to get the best possible results. Students can self-monitor and improve their oral performance
in a way that is impossible in real-time.”
Dubbing can help reduce the LA that some students experience when speaking a second language.
Practicing listening and comprehension in a safe and pressure-free environment means they don't have
to worry about making mistakes or being judged. Sánchez-Requena (2020) states that this type of
didactic approach may decrease anxiety levels, specifically in the case of shy students, as being behind
a screen is different from live performances in front of the class or teachers. Students feel more
confident when speaking and communicating in the target language. Dubbing can make language
learning more fun and entertaining, reducing the stress and anxiety associated with language learning.
Arbain, et al. (2023) explain, 'The students' test scores indicate that the dubbing method is effective for
enhancing students' speaking skills.' Dubbing can be a valuable tool for improving the oral
competence of second-language students, exposing them to authentic language. Students hear the
target language as spoken by native speakers, which improves their listening comprehension and
familiarity with pronunciation and intonation.
Beltramello (2016) states that 'Dubbing can provide students with several tasks involving the oral
dimension of a video clip so that they improve their speaking skills by working with authentic video
material' (p.1). By attempting to imitate the voices of dubbing actors, students practice pronunciation
and improve their ability to produce the sounds of the target language.
Kumai (1996), in his studies, found that dubbing activities can promote pronunciation, intonation, and
fluency. By listening to the rhythm and cadence of speech in dubbing, students improve their speaking
fluency, contextualizing the visual and narrative, and facilitating the understanding of the meaning of
words and expressions. This point is of utmost importance, as students associate the word with the
action presented in the scene.
Dubbing allows students to feel more comfortable and less anxious when speaking. By not being
exposed to other people, they feel more motivated to use the language orally. Dubbing allows students
to repeat the interpretation of the text as many times as necessary, to model and assess their
pronunciation. As mentioned by Burston (2005, p.80), “dubbing can be done and redone as often as
needed to get the best possible results. Students can self-monitor and improve their oral performance
in a way that is impossible in real-time.”
Dubbing can help reduce the LA that some students experience when speaking a second language.
Practicing listening and comprehension in a safe and pressure-free environment means they don't have
to worry about making mistakes or being judged. Sánchez-Requena (2020) states that this type of
didactic approach may decrease anxiety levels, specifically in the case of shy students, as being behind
a screen is different from live performances in front of the class or teachers. Students feel more
confident when speaking and communicating in the target language. Dubbing can make language
learning more fun and entertaining, reducing the stress and anxiety associated with language learning.
Arbain, et al. (2023) explain, 'The students' test scores indicate that the dubbing method is effective for
enhancing students' speaking skills.' Dubbing can be a valuable tool for improving the oral
competence of second-language students, exposing them to authentic language. Students hear the
target language as spoken by native speakers, which improves their listening comprehension and
familiarity with pronunciation and intonation.
Beltramello (2016) states that 'Dubbing can provide students with several tasks involving the oral
dimension of a video clip so that they improve their speaking skills by working with authentic video
material' (p.1). By attempting to imitate the voices of dubbing actors, students practice pronunciation
and improve their ability to produce the sounds of the target language.
Kumai (1996), in his studies, found that dubbing activities can promote pronunciation, intonation, and
fluency. By listening to the rhythm and cadence of speech in dubbing, students improve their speaking
fluency, contextualizing the visual and narrative, and facilitating the understanding of the meaning of
words and expressions. This point is of utmost importance, as students associate the word with the
action presented in the scene.
pág. 4930
METHODOLOGY
This study is action research aimed at determining the effectiveness of dubbing to reduce linguistic
anxiety and improve oral competence in English. Findlay, Y. (2017) describes, 'Action research is
usually defined as an inquiry conducted by educators in their settings to advance their practice and
improve their students’ learning.' A mixed quantitative and qualitative research design was employed,
combining quantitative and qualitative methods in a single study. This allowed for the combination of
quantitative data, the average of the linguistic anxiety scale, and the average of oral presentations, with
qualitative data, such as interviews with participants, to obtain a more comprehensive understanding
of the impact of using video dubbing to reduce linguistic anxiety and improve oral competence.
Participants
The study was conducted with 48 students (9 males – 39 females) with an average age of 22.5 years,
technical English students from an Ecuadorian public university. Participants had a B1 English
proficiency level and, according to the application of the linguistic anxiety scale, mostly experienced
moderate to high levels of anxiety.
Instrument
The Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) was used to
measure participants' LA levels before and after the intervention. The scale consists of 33 items that
assess three dimensions of LA: communicative apprehension, anxiety about evaluation, and anxiety
about the learning situation, of which items 12, 24, 27, and 31, refer to the sensations and attitudes
experienced by participants when speaking English in the classroom, were selected.
Procedure
The process began by applying Hortwiz´s Foreign Language Classroom Anxiety scale (FLCAS) to 48
participants with B1 proficiency according to the CEFR, to identify LA levels.
Subsequently, speaking activities were conducted for 16 weeks. In the first 8 weeks, oral presentations
were made in front of the teacher and classmates, then during the following 8 weeks, video dubbing
activities were carried out, which consisted of replacing the voice of the original audio with the
student's voice.
METHODOLOGY
This study is action research aimed at determining the effectiveness of dubbing to reduce linguistic
anxiety and improve oral competence in English. Findlay, Y. (2017) describes, 'Action research is
usually defined as an inquiry conducted by educators in their settings to advance their practice and
improve their students’ learning.' A mixed quantitative and qualitative research design was employed,
combining quantitative and qualitative methods in a single study. This allowed for the combination of
quantitative data, the average of the linguistic anxiety scale, and the average of oral presentations, with
qualitative data, such as interviews with participants, to obtain a more comprehensive understanding
of the impact of using video dubbing to reduce linguistic anxiety and improve oral competence.
Participants
The study was conducted with 48 students (9 males – 39 females) with an average age of 22.5 years,
technical English students from an Ecuadorian public university. Participants had a B1 English
proficiency level and, according to the application of the linguistic anxiety scale, mostly experienced
moderate to high levels of anxiety.
Instrument
The Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) was used to
measure participants' LA levels before and after the intervention. The scale consists of 33 items that
assess three dimensions of LA: communicative apprehension, anxiety about evaluation, and anxiety
about the learning situation, of which items 12, 24, 27, and 31, refer to the sensations and attitudes
experienced by participants when speaking English in the classroom, were selected.
Procedure
The process began by applying Hortwiz´s Foreign Language Classroom Anxiety scale (FLCAS) to 48
participants with B1 proficiency according to the CEFR, to identify LA levels.
Subsequently, speaking activities were conducted for 16 weeks. In the first 8 weeks, oral presentations
were made in front of the teacher and classmates, then during the following 8 weeks, video dubbing
activities were carried out, which consisted of replacing the voice of the original audio with the
student's voice.
pág. 4931
Before the speaking activities, students developed vocabulary, transcribed the text to be described in
the video, and received feedback on pronunciation and intonation through a review of the original
videos and with the teacher.
The students' role was to replace the voice of the previously selected videos. A rubric was used to
assess linguistic aspects such as fluency and pronunciation in both oral presentations and dubbing
activities.
To confirm the results of the linguistic anxiety scale, 20 randomly selected participants were
interviewed. Hernández, S. Roberto. (2006) defines an interview as ‘a meeting to exchange
information between one person (the interviewer) and another (the interviewee) or others
(interviewees).’ Three questions were posed: 1. "What were your feelings when public speaking
versus dubbing? Question 2. How did dubbing help you to reduce linguistic anxiety? Question 3. How
does dubbing help you to improve your speaking?"
RESULTS
The results obtained from the (FLCAS) previous to the use of Dubbing showed that (2, 4.2 %)
participants had low anxiety, (29, 60.4 %) moderate anxiety, and (17, 35.4 %) high anxiety. While LA
was reduced after using Dubbing showing that (20, 41.7 %) participants had low anxiety, (16, 33.3 %)
had moderate anxiety, and (12, 25 %) had high anxiety.
Figure 1. Compares anxiety levels before(A) and after using Dubbing(B) in speech activities
(A) (B)
Regarding item 12, 'In English class, I get nervous and forget things I knew,' the results from the
application of the Foreign Language Classroom Anxiety Scale (FLCAS) before the strategy (6.25%)
0
5
10
15
20
25
30
Low
Anxiety
Modera
te
Anxiety
High
Anxiety
Series1 2 29 17
4.2%
60.4%
35.4%
A n x i e y l e v e l s b e f o r e u s i n g D U B B I N G
0
5
10
15
20
Low
Anxiety
Moderat
e
Anxiety
High
Anxiety
Series1 20 16 12
41,7%
33,3%
25%
An xie t y le v e l a f t e r u s in g D U B B I N G
Before the speaking activities, students developed vocabulary, transcribed the text to be described in
the video, and received feedback on pronunciation and intonation through a review of the original
videos and with the teacher.
The students' role was to replace the voice of the previously selected videos. A rubric was used to
assess linguistic aspects such as fluency and pronunciation in both oral presentations and dubbing
activities.
To confirm the results of the linguistic anxiety scale, 20 randomly selected participants were
interviewed. Hernández, S. Roberto. (2006) defines an interview as ‘a meeting to exchange
information between one person (the interviewer) and another (the interviewee) or others
(interviewees).’ Three questions were posed: 1. "What were your feelings when public speaking
versus dubbing? Question 2. How did dubbing help you to reduce linguistic anxiety? Question 3. How
does dubbing help you to improve your speaking?"
RESULTS
The results obtained from the (FLCAS) previous to the use of Dubbing showed that (2, 4.2 %)
participants had low anxiety, (29, 60.4 %) moderate anxiety, and (17, 35.4 %) high anxiety. While LA
was reduced after using Dubbing showing that (20, 41.7 %) participants had low anxiety, (16, 33.3 %)
had moderate anxiety, and (12, 25 %) had high anxiety.
Figure 1. Compares anxiety levels before(A) and after using Dubbing(B) in speech activities
(A) (B)
Regarding item 12, 'In English class, I get nervous and forget things I knew,' the results from the
application of the Foreign Language Classroom Anxiety Scale (FLCAS) before the strategy (6.25%)
0
5
10
15
20
25
30
Low
Anxiety
Modera
te
Anxiety
High
Anxiety
Series1 2 29 17
4.2%
60.4%
35.4%
A n x i e y l e v e l s b e f o r e u s i n g D U B B I N G
0
5
10
15
20
Low
Anxiety
Moderat
e
Anxiety
High
Anxiety
Series1 20 16 12
41,7%
33,3%
25%
An xie t y le v e l a f t e r u s in g D U B B I N G
pág. 4932
and post-strategy (32.25%) indicate that participants exhibited reduced anxiety when performing
dubbing activities.
Figure 2 Compares item 12 "In language class, I can get so nervous that I forget things I know..."
before (A) and after using Dubbing (B) in speech activities.
(A) (B)
Regarding item 24, 'I feel very inhibited when speaking the foreign language in front of other
students,' the results from the Foreign Language Anxiety Classroom Scale (FLCAS) application, pre-
strategy (16.66%), and post-strategy (39.58%), indicate that participants exhibit less inhibition when
engaging in dubbing activities.
Figure 3. Compares the item 24 "I feel very self-conscious about speaking a foreign language in front
of other students" before (A) and after using Dubbing(B) in speech activities.
(A) (B)
Regarding item 27, 'I get nervous and confused when speaking English in the classroom,' the results
from the (FLCAS) application, pre-strategy (12.5%), and post-strategy (37.5%), indicate that
participants tend to be more relaxed while performing dubbing activities.
0
5
10
15
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
6,25% 6,25%
35,42% 35,42%
16,66%
12. In language class, I can get so nervous I
forget things I know.
0
5
10
15
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
10.41%
32,25%
20,83% 20,83%
16,66%
12. In language class, I can get so
nervous I forget things I know.
0
10
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
6,25%
16,66% 25%
33,3%
18,75%
24. I feel very self-conscious about
speaking the foreign language in front
of other students
0
10
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
10.41%
39,58%
20,83% 16,66% 12,5%
24. I feel very self-conscious about
speaking the foreign language in front
of other students
and post-strategy (32.25%) indicate that participants exhibited reduced anxiety when performing
dubbing activities.
Figure 2 Compares item 12 "In language class, I can get so nervous that I forget things I know..."
before (A) and after using Dubbing (B) in speech activities.
(A) (B)
Regarding item 24, 'I feel very inhibited when speaking the foreign language in front of other
students,' the results from the Foreign Language Anxiety Classroom Scale (FLCAS) application, pre-
strategy (16.66%), and post-strategy (39.58%), indicate that participants exhibit less inhibition when
engaging in dubbing activities.
Figure 3. Compares the item 24 "I feel very self-conscious about speaking a foreign language in front
of other students" before (A) and after using Dubbing(B) in speech activities.
(A) (B)
Regarding item 27, 'I get nervous and confused when speaking English in the classroom,' the results
from the (FLCAS) application, pre-strategy (12.5%), and post-strategy (37.5%), indicate that
participants tend to be more relaxed while performing dubbing activities.
0
5
10
15
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
6,25% 6,25%
35,42% 35,42%
16,66%
12. In language class, I can get so nervous I
forget things I know.
0
5
10
15
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
10.41%
32,25%
20,83% 20,83%
16,66%
12. In language class, I can get so
nervous I forget things I know.
0
10
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
6,25%
16,66% 25%
33,3%
18,75%
24. I feel very self-conscious about
speaking the foreign language in front
of other students
0
10
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
10.41%
39,58%
20,83% 16,66% 12,5%
24. I feel very self-conscious about
speaking the foreign language in front
of other students
pág. 4933
Figure 4 Compares item 27 "I feel nervous and confused when I speak in language class" before(A)
and after using Dubbing (B) in speech activities.
(A) (B)
Concerning item 31, 'I am afraid that other students will laugh at me when I speak a foreign language,'
the results from the Foreign Language Anxiety Classroom Scale (FLCAS) application, pre-strategy
(14.58%) and post-strategy (29.12%), indicate that twice as many participants strongly agree that they
are less fearful of their peers laughing at them while speaking English when engaging in dubbing
activities.
Figure 5 Compares the item 31 "I fear that other students will laugh at me when I speak in another
language" before (A) and after using Dubbing(B) in speech activities.
(A) (B)
The analysis of the participant´s scores in oral activities revealed a significant difference between the
presentation and dubbing activities: the average for the former was 12.1/ 25 points, and for the latter,
19.2/25 points. Dubbing can help students improve their confidence and oral competence when they
use English in class.
Table 1. Pre-dubbing and dubbing tasks scores
Pre-dubbing activities score 12,1/ 25 points
Score of activities involving dubbing 19,2/ 25 points
Table 1 shows the quantitative mean before (12.1/25 points) and after (19.2/25 points) the use of
Dubbing in speech activities.
0
10
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
8,33% 12,5%
35,42% 32,25%
12,5%
27. I get nervous and confused when I
am speaking in my language class
0
5
10
15
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
12,5%
37,5%
25%
16,66%
8,33%
27. I get nervous and confused when I
am speaking in my language class
0
5
10
15
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
14,58% 10.41%
29,12% 25% 20,83%
31. I am afraid that the other students
will laugh at me when I speak the
foreign language
0
5
10
15
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
29,12% 25%
14,58% 18,75%
12,5%
31. I am afraid that the other
students will laugh at me when I
speak the foreign language
Figure 4 Compares item 27 "I feel nervous and confused when I speak in language class" before(A)
and after using Dubbing (B) in speech activities.
(A) (B)
Concerning item 31, 'I am afraid that other students will laugh at me when I speak a foreign language,'
the results from the Foreign Language Anxiety Classroom Scale (FLCAS) application, pre-strategy
(14.58%) and post-strategy (29.12%), indicate that twice as many participants strongly agree that they
are less fearful of their peers laughing at them while speaking English when engaging in dubbing
activities.
Figure 5 Compares the item 31 "I fear that other students will laugh at me when I speak in another
language" before (A) and after using Dubbing(B) in speech activities.
(A) (B)
The analysis of the participant´s scores in oral activities revealed a significant difference between the
presentation and dubbing activities: the average for the former was 12.1/ 25 points, and for the latter,
19.2/25 points. Dubbing can help students improve their confidence and oral competence when they
use English in class.
Table 1. Pre-dubbing and dubbing tasks scores
Pre-dubbing activities score 12,1/ 25 points
Score of activities involving dubbing 19,2/ 25 points
Table 1 shows the quantitative mean before (12.1/25 points) and after (19.2/25 points) the use of
Dubbing in speech activities.
0
10
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
8,33% 12,5%
35,42% 32,25%
12,5%
27. I get nervous and confused when I
am speaking in my language class
0
5
10
15
20
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
12,5%
37,5%
25%
16,66%
8,33%
27. I get nervous and confused when I
am speaking in my language class
0
5
10
15
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
14,58% 10.41%
29,12% 25% 20,83%
31. I am afraid that the other students
will laugh at me when I speak the
foreign language
0
5
10
15
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
29,12% 25%
14,58% 18,75%
12,5%
31. I am afraid that the other
students will laugh at me when I
speak the foreign language
pág. 4934
During the initial eight weeks, activities focused on oral presentations were conducted, where students
presented in front of their peers. These activities emphasized the assessment of content mastery,
pronunciation, and fluency. In the subsequent eight weeks, video dubbing was implemented. The
results demonstrated a reduction in linguistic anxiety and an improvement in oral proficiency.
The interviews provided insights from the participants regarding their feelings when speaking in
public and performing dubbing tasks. In response to the question, 'Belén' stated:"
'Public speaking triggered intense anxiety for me. The feeling of being scrutinized by an
audience, the fear of forgetting my points, and the pressure to perform perfectly created a sense
of vulnerability. My heart would race, my palms would sweat, and I'd often experience mental
blocks. Dubbing, on the other hand, was completely different. The absence of a live audience
eliminated that immediate pressure. I felt a sense of control over the process. I could practice
lines repeatedly, refine my pronunciation, and re-record if needed. The privacy of the recording
environment allowed me to focus on the language itself, rather than the social anxiety associated
with public speaking.'
This quote illustrates how the more private and controlled environment of dubbing reduces anxiety
compared to public speaking in front of the class. The ability to practice and correct errors before the
final recording also contributes to a greater sense of confidence.
Regarding the question of how dubbing helped them reduce language anxiety, 'Jean' commented:
'Dubbing helps build confidence and reduces anxiety related to speaking. Because you're
practicing in a controlled environment, you can focus on your pronunciation and delivery
without the pressure of an audience. You can repeat lines as many times as needed, which
allows you to perfect your performance. The act of matching your voice to a video boosts your
confidence in your own speaking abilities. Additionally, since you are generally alone while
dubbing, the anxiety of speaking in front of others is reduced, which makes practicing much
easier.'
The quotation indicates that dubbing assists participants in mitigating negative emotions that affect
speech quality, thereby enhancing their confidence and improving their speech.
Regarding the question of how dubbing aided them in enhancing oral proficiency, 'Genesis' stated:
During the initial eight weeks, activities focused on oral presentations were conducted, where students
presented in front of their peers. These activities emphasized the assessment of content mastery,
pronunciation, and fluency. In the subsequent eight weeks, video dubbing was implemented. The
results demonstrated a reduction in linguistic anxiety and an improvement in oral proficiency.
The interviews provided insights from the participants regarding their feelings when speaking in
public and performing dubbing tasks. In response to the question, 'Belén' stated:"
'Public speaking triggered intense anxiety for me. The feeling of being scrutinized by an
audience, the fear of forgetting my points, and the pressure to perform perfectly created a sense
of vulnerability. My heart would race, my palms would sweat, and I'd often experience mental
blocks. Dubbing, on the other hand, was completely different. The absence of a live audience
eliminated that immediate pressure. I felt a sense of control over the process. I could practice
lines repeatedly, refine my pronunciation, and re-record if needed. The privacy of the recording
environment allowed me to focus on the language itself, rather than the social anxiety associated
with public speaking.'
This quote illustrates how the more private and controlled environment of dubbing reduces anxiety
compared to public speaking in front of the class. The ability to practice and correct errors before the
final recording also contributes to a greater sense of confidence.
Regarding the question of how dubbing helped them reduce language anxiety, 'Jean' commented:
'Dubbing helps build confidence and reduces anxiety related to speaking. Because you're
practicing in a controlled environment, you can focus on your pronunciation and delivery
without the pressure of an audience. You can repeat lines as many times as needed, which
allows you to perfect your performance. The act of matching your voice to a video boosts your
confidence in your own speaking abilities. Additionally, since you are generally alone while
dubbing, the anxiety of speaking in front of others is reduced, which makes practicing much
easier.'
The quotation indicates that dubbing assists participants in mitigating negative emotions that affect
speech quality, thereby enhancing their confidence and improving their speech.
Regarding the question of how dubbing aided them in enhancing oral proficiency, 'Genesis' stated:
pág. 4935
'Because you're working with pre-existing text, you become more aware of the natural flow of
spoken language. You learn to connect words smoothly and maintain a consistent pace, which
helps to eliminate hesitations and pauses. By repeatedly practicing the lines, you internalize the
rhythm and cadence of the language, making your speech more fluent and natural.'
Dubbing could enhance the natural flow of spoken language. Engaging with a pre-existing text
compels the learner to focus on how spoken language naturally connects, thereby improving
pronunciation, fluency, and rhythm, resulting in more fluid and natural speech.
The interview corroborates the survey findings. The dubbing strategy improves items 12, 24, 27, and
31, reducing language anxiety and enhancing participants' oral proficiency.
DISCUSSION
The results obtained in this research demonstrate that video dubbing can contribute to reducing
anxiety, bolstering confidence, and improving oral competence. Regarding the correlation between
public speaking and dubbing tasks, surveyed students report feeling less stressed when speaking
English. The averages of the speaking tasks performed evidence of an improvement in participants'
performance. Concerning dubbing as a strategy to mitigate language anxiety and enhance oral
competence, participants indicate feeling less tense due to the absence of a live audience, which
prevents anxiety and allows for more efficient task execution. The opportunity for text repetition
facilitates continuous refinement of pronunciation, fluency, and message rhythm, contributing to
improved oral competence. This research aligns with other studies (Cakir, 2006; Chiu, 2012; Danan,
2010; He & Wasuntarasophit, 2015; Talavan & Costal, 2017), which confirm the findings of this
study. Dubbing can be employed as an engaging pedagogical strategy through the use of existing
videos and texts.
CONCLUSIONS
Dubbing offers a holistic approach to improving speaking skills. Firstly, it sharpens pronunciation by
requiring precise articulation to match the script and video sequence. Secondly, it develops fluency
and rhythm by exposing you to natural speech patterns and encouraging smooth delivery. Thirdly, it
expands vocabulary and expression by immersing you in authentic language use and diverse emotional
contexts. Fourthly, it builds confidence by providing a safe space for practice and reducing anxiety
'Because you're working with pre-existing text, you become more aware of the natural flow of
spoken language. You learn to connect words smoothly and maintain a consistent pace, which
helps to eliminate hesitations and pauses. By repeatedly practicing the lines, you internalize the
rhythm and cadence of the language, making your speech more fluent and natural.'
Dubbing could enhance the natural flow of spoken language. Engaging with a pre-existing text
compels the learner to focus on how spoken language naturally connects, thereby improving
pronunciation, fluency, and rhythm, resulting in more fluid and natural speech.
The interview corroborates the survey findings. The dubbing strategy improves items 12, 24, 27, and
31, reducing language anxiety and enhancing participants' oral proficiency.
DISCUSSION
The results obtained in this research demonstrate that video dubbing can contribute to reducing
anxiety, bolstering confidence, and improving oral competence. Regarding the correlation between
public speaking and dubbing tasks, surveyed students report feeling less stressed when speaking
English. The averages of the speaking tasks performed evidence of an improvement in participants'
performance. Concerning dubbing as a strategy to mitigate language anxiety and enhance oral
competence, participants indicate feeling less tense due to the absence of a live audience, which
prevents anxiety and allows for more efficient task execution. The opportunity for text repetition
facilitates continuous refinement of pronunciation, fluency, and message rhythm, contributing to
improved oral competence. This research aligns with other studies (Cakir, 2006; Chiu, 2012; Danan,
2010; He & Wasuntarasophit, 2015; Talavan & Costal, 2017), which confirm the findings of this
study. Dubbing can be employed as an engaging pedagogical strategy through the use of existing
videos and texts.
CONCLUSIONS
Dubbing offers a holistic approach to improving speaking skills. Firstly, it sharpens pronunciation by
requiring precise articulation to match the script and video sequence. Secondly, it develops fluency
and rhythm by exposing you to natural speech patterns and encouraging smooth delivery. Thirdly, it
expands vocabulary and expression by immersing you in authentic language use and diverse emotional
contexts. Fourthly, it builds confidence by providing a safe space for practice and reducing anxiety
pág. 4936
associated with spontaneous speech. Finally, by repeatedly practicing and refining your performance,
dubbing allows you to internalize the sounds and patterns of the language, significantly improving oral
competence.
BIBLIOGRÁPHIC REFERENCES
Arbain, A. (2023). Dubbing as a Pedagogical Tool. EDUCASIA Jurnal Pendidikan Pengajaran dan
Pembelajaran, 8(2), 147-156.
https://www.researchgate.net/publication/372222322_Dubbing_as_a_Pedagogical_Tool_An_Ex
perimental_Study_on_Eleventh-Grade_Students_at_SMAN_8_Samarinda
Arnáiz, P., & Guillén, F. (2012). Foreign language anxiety in a Spanish university setting:
Interpersonal differences. Revista de Psicodidáctica, 1(1), 5-26.
https://www.redalyc.org/pdf/175/17523162003.pdf
Beltramello, A. (2016). Audiovisual translation and language learning: an integrated approach.
[Paper presentation]. Constantine the Philosopher University in Nitra, Slovakia.
https://www.researchgate.net/publication/311509396_Audiovisual_translation_and_language_le
arning_an_integrated_approach/citation/download
Burston, J. (2005). Video dubbing projects in the foreign language curriculum. CALICO Journal, 23,
79-92. https://doi.org/10.1558/cj.v23i1.79-92
Dewaele, J. M. (2021). Thirty Years of Research into Second Language Classroom Anxiety: Insights,
Gaps, and Future Directions. Language Teaching, 54(3), 381-415.
Findlay, Y. (2017). A review of Efron, S. E. & Ravid, R. (2013) Action research in education: a
practical guide. Leading and Managing, 23(2), 96-98.
https://search.informit.org/doi/10.3316/INFORMIT.349640463695585
Fuentealba Jiménez, T., & Quintanilla Espinoza, A. (2025). Video dubbing as a strategy for reducing
foreign language speaking anxiety levels. Revista Innovaciones Educativas, 27(42), 29-41.
https://dx.doi.org/10.22458/ie.v27i42.5301
Guanuche, R. P. (2024). The impact of anxiety on b1 level college students' oral competence in the
English language. https://doi.org/10.37811/cl_rcm.v8i4.12874
Hernández, S. R. (2006). Metodología de la investigación (4.ª ed.). McGraw-Hill Interamericana.
associated with spontaneous speech. Finally, by repeatedly practicing and refining your performance,
dubbing allows you to internalize the sounds and patterns of the language, significantly improving oral
competence.
BIBLIOGRÁPHIC REFERENCES
Arbain, A. (2023). Dubbing as a Pedagogical Tool. EDUCASIA Jurnal Pendidikan Pengajaran dan
Pembelajaran, 8(2), 147-156.
https://www.researchgate.net/publication/372222322_Dubbing_as_a_Pedagogical_Tool_An_Ex
perimental_Study_on_Eleventh-Grade_Students_at_SMAN_8_Samarinda
Arnáiz, P., & Guillén, F. (2012). Foreign language anxiety in a Spanish university setting:
Interpersonal differences. Revista de Psicodidáctica, 1(1), 5-26.
https://www.redalyc.org/pdf/175/17523162003.pdf
Beltramello, A. (2016). Audiovisual translation and language learning: an integrated approach.
[Paper presentation]. Constantine the Philosopher University in Nitra, Slovakia.
https://www.researchgate.net/publication/311509396_Audiovisual_translation_and_language_le
arning_an_integrated_approach/citation/download
Burston, J. (2005). Video dubbing projects in the foreign language curriculum. CALICO Journal, 23,
79-92. https://doi.org/10.1558/cj.v23i1.79-92
Dewaele, J. M. (2021). Thirty Years of Research into Second Language Classroom Anxiety: Insights,
Gaps, and Future Directions. Language Teaching, 54(3), 381-415.
Findlay, Y. (2017). A review of Efron, S. E. & Ravid, R. (2013) Action research in education: a
practical guide. Leading and Managing, 23(2), 96-98.
https://search.informit.org/doi/10.3316/INFORMIT.349640463695585
Fuentealba Jiménez, T., & Quintanilla Espinoza, A. (2025). Video dubbing as a strategy for reducing
foreign language speaking anxiety levels. Revista Innovaciones Educativas, 27(42), 29-41.
https://dx.doi.org/10.22458/ie.v27i42.5301
Guanuche, R. P. (2024). The impact of anxiety on b1 level college students' oral competence in the
English language. https://doi.org/10.37811/cl_rcm.v8i4.12874
Hernández, S. R. (2006). Metodología de la investigación (4.ª ed.). McGraw-Hill Interamericana.
pág. 4937
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language
anxiety scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302
Huang, D. (2022). Investigating the influence of video-dubbing tasks on EFL learning. Language
Learning & Technology, 26(1), 1-20.
https://www.researchgate.net/publication/382181174_Investigating_the_influence_of_video-
dubbing_tasks_on_EFL_learning
Mercer, N., Mannion, J., & Warwick, P. (2019). Oracy education: The development of young people’s
spoken language skills. In N. Mercer, R. Wegerif & L. Major (Eds.), The Routledge
international handbook of research on Dialogic Education (pp. 292–305). Routledge.
Nicolae, C. (2018). On Audiovisual Translation: Dubbing. Romanian Journal of English Studies,
15(1), 51-58.
https://www.researchgate.net/publication/330569814_On_Audiovisual_Translation_Dubbing
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly
anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety (pp. 101-108).
Prentice Hall.
Sánchez, M. (2021). Netflix likes it dubbed: Taking on the challenge of dubbing into English.
https://www.researchgate.net/publication/353599409_Netflix_likes_it_dubbed_Taking_on_the_
challenge_of_dubbing_into_English
Sánchez-Requena, A. (2018). Intralingual dubbing as a tool for developing speaking skills. Translation
and Translanguaging in Multilingual Contexts, 4(1), 101-128.
Talaván, N., & Costal, P. (2017). The Potential of Intralingual Dubbing in Foreign Language Learning:
How to Assess the Task. https://www.researchgate.net/publication/321726725_iDub_-
_The_Potential_of_Intralingual_Dubbing_in_Foreign_Language_Learning_How_to_Assess_th
e_Task
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language
anxiety scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302
Huang, D. (2022). Investigating the influence of video-dubbing tasks on EFL learning. Language
Learning & Technology, 26(1), 1-20.
https://www.researchgate.net/publication/382181174_Investigating_the_influence_of_video-
dubbing_tasks_on_EFL_learning
Mercer, N., Mannion, J., & Warwick, P. (2019). Oracy education: The development of young people’s
spoken language skills. In N. Mercer, R. Wegerif & L. Major (Eds.), The Routledge
international handbook of research on Dialogic Education (pp. 292–305). Routledge.
Nicolae, C. (2018). On Audiovisual Translation: Dubbing. Romanian Journal of English Studies,
15(1), 51-58.
https://www.researchgate.net/publication/330569814_On_Audiovisual_Translation_Dubbing
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly
anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety (pp. 101-108).
Prentice Hall.
Sánchez, M. (2021). Netflix likes it dubbed: Taking on the challenge of dubbing into English.
https://www.researchgate.net/publication/353599409_Netflix_likes_it_dubbed_Taking_on_the_
challenge_of_dubbing_into_English
Sánchez-Requena, A. (2018). Intralingual dubbing as a tool for developing speaking skills. Translation
and Translanguaging in Multilingual Contexts, 4(1), 101-128.
Talaván, N., & Costal, P. (2017). The Potential of Intralingual Dubbing in Foreign Language Learning:
How to Assess the Task. https://www.researchgate.net/publication/321726725_iDub_-
_The_Potential_of_Intralingual_Dubbing_in_Foreign_Language_Learning_How_to_Assess_th
e_Task