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Ibáñez Moreno, Ana

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0000-0002-4602-4871
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Ibáñez Moreno
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2014 - 201932020 - 20222
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Mostrando 1 - 5 de 5
  • Miniatura
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    Audio description and subtitling for the deaf and hard of hearing. Media accessibility in foreign language learning
    (John Benjamins, 2022-01-31) Talaván Zanón, Noa; Lertola, Jennifer; Ibáñez Moreno, Ana; http://orcid.org/0000-0002-4991-8555
    This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written production and in general translation skills thanks to the pedagogical application of media accessibility and point towards a more systematic exploitation of didactic SDH and AD in the foreign language learning context.
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    Exploring Collaborative Reverse Subtitling for the enhancement of written production activities in English as a Second Language
    (Cambridge University Press, 2017-01) Talaván Zanón, Noa; Ibáñez Moreno, Ana; Bárcena Madera, María Elena
    This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.
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    Publicación
    El proyecto RECORDS: uso de la audiodescripción con fines didácticos en las clases de inglés como segunda lengua
    (Universidad Nacional de Educación a Distancia (UNED), 2014) Talaván Zanón, Noa; Pareja Lora, Antonio; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Jordano de la Torre, María; Domingo Navas, María Rosario; Cerrada Somolinos, Carlos; López González, María Ángeles; https://orcid.org/0000-0001-5804-4119; https://orcid.org/0000-0001-7779-9584
  • Miniatura
    Publicación
    State of the art of language learning design using mobile technology: sample apps and some critical reflection
    (Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, Agnes
    In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on