Video Dubbing module
1. What language skills do you think this dubbing task helped you improve the most? (e.g., pronunciation, fluency, confidence in speaking, etc.)?
This dubbing task significantly enhanced my overall English language proficiency, particularly in areas such as pronunciation, intonation, grammar, and fluency. By dubbing the character of Daddy Pig, I had the opportunity to practice and develop my speaking skills in a dynamic and engaging way. One of the most valuable aspects was self-generated intonations, which helped me understand how tone and rhythm can influence the meaning and emotional delivery of a line.
Additionally, this task allowed me to practice the timing and rhythm of natural conversation, which made me more mindful of how speech patterns can change depending on the context. Whether it was a playful tone, a serious moment, or a calming statement, I learned to adjust my voice accordingly, which is crucial for effective communication.
The task also helped sharpen my grammar and sentence structure, as I had to carefully follow the script while ensuring my delivery sounded natural and fluent. The live dubbing performance required me to pay attention to every detail, such as pauses, emphasis. All of them contributed to an overall improvement in my spoken English.
Moreover, this experience increased my confidence in speaking. The act of performing in front of an audience and hearing my voice alongside the animated character gave me a sense of accomplishment and encouraged me to speak with more assertiveness. This dubbing task not only improved my technical language skills but also helped me gain a deeper understanding of how to communicate effectively through different vocal expressions.
2. How did collaboration with group members support your oral development?
Collaboration with my teammates, Lan and Ann, was a memorable moment and crucial in supporting my oral development throughout the dubbing task. We regularly gave each other feedback, which was extremely helpful. For example, my group members pointed out areas where my intonation could be more expressive or my pronunciation needed more clarity. These suggestions encouraged me to make conscious improvements and helped me become more aware of my speaking habits. Rehearsing together also enhanced my fluency and timing. Practicing in a group meant I had to time my lines with theirs, which improved my ability to respond quickly and naturally in conversation.
Also, group collaboration boosted my confidence. Knowing that we were all learning together made the task less stressful. We motivated and encouraged each other. This collective effort made the experience more engaging and contributed greatly to my oral language development.
3. What changes did you observe in your speaking performance from Phase 1 to presentation?
Throughout the different phases of the dubbing task, I noticed clear improvements in my speaking performance, particularly from phase 1 (Video search) to phase 6 (Presentation), as shown in the flowchart.
My speech was a little hesitant at first (phase 1 and 2). I focused more on understanding the content and translating subtitles correctly rather than on how I was delivering my lines.
During the rehearsal phase (phase 3), I started becoming more aware of my timing, pronunciation, and delivery. Practicing repeatedly allowed me to correct errors, adjust my tone, and match the rhythm of the original conversation.
In phase 4, each member of our team had to record their individual lines. I had to re-record my lines multiple times until I was satisfied with the quality.
In phase 5, my teammate Ann took the lead in editing the dubbed video, which was a crucial step in the process. To ensure precise synchronization with the visuals, we had to make several timing adjustments. Some of our recorded lines needed to be sped up, while others had to be slowed down to match the character’s mouth movements and on-screen actions accurately.
By the time of the final presentation (phase 6), I felt much more confident and fluent. My voice was clearer, my speech was smoother, and I was able to perform with better emotional expression. Overall, I observed significant growth in my speaking abilities, especially in terms of fluency, pronunciation, and confidence.
4. Which phase did you consider most challenging? Why?
I think phrase 4 was one of the most challenging parts. This phase required me to pay very close attention to the emotional context of each line. I couldn’t just read the script, I had to interpret the character’s feelings and reflect them through my voice. Matching the tone, pitch, and rhythm to the character’s emotions was not easy, but this process helped me to develop greater control over my vocal expression and improve my sensitivity to meaning and nuance in spoken English.
5. How did the use of ChatGPT support/hinder your learning process in this module? (e.g., subtitle translation, rehearsal, etc.)
The use of ChatGPT was a valuable support tool throughout this module, particularly during the subtitle translation. When working on subtitle translation, ChatGPT helped us clarify vocabulary and grammar structures. It allowed us to compare our translation with AI-generated suggestions.
However, I also recognized the importance of not becoming overly dependent on AI assistance. In some cases, ChatGPT provided overly formal or literal suggestions, which did not always suit the conversational tone required for dubbing. Therefore, I had to learn to critically evaluate its outputs and make adjustments based on context and character voice.
It can be seen that ChatGPT enhanced my learning experience by acting as a flexible and responsive language resource. It supported my independent learning and helped me become more confident in both comprehension and oral delivery.
6. Would you consider using dubbing in your own future teaching? Why or why not? How?
I would definitely consider using dubbing in my future teaching, especially for language learners. This activity is not only engaging and creative but also highly effective in developing various speaking skills. It provides students with a meaningful context to practice spoken language.
In my teaching, I would use dubbing as a project-based activity. Students could work in small groups to choose a short video clip, translate or adapt the script, rehearse their parts, and then record their own dubbed version. This would encourage collaboration, critical thinking, and consistent practice, all of which contribute to oral language development.
I believe dubbing is a powerful way to make language learning more interactive, performance-based, and student-centered. It combines both linguistic and creative skills, making it an ideal addition to modern language classrooms.
