(PUV, Publicacions Universitat de Valencia, 2018) Talaván Zanón, Noa; Rodríguez Arancón, Pilar; Sanderson Pastor, John D.; Botella Tejera, Carla
The assessment of the potential of audiovisual translation in foreign language education has been receiving increasing attention in the past few years. Although subtitling as a didactic tool is the modality that has been studied the most, research on revoicing techniques, such as dubbing and audiodescription is also starting to become the focus of attention. The VICTOR project was conceived as an attempt to assess the potential of yet another revoicing option that needed to be addressed: voice-over. Students enrolled in English C1 at the Online Foreign Language Centre of the Universidad Nacional de Educación a Distancia (UNED) volunteered to take part in this pilot experience and produced various revoiced versions of four videos (chosen among ten preselected clips) over the course of two months. The researchers analysed the experience through language assessment tests (related to improvement in pronunciation), questionnaires and observation. A YouTube channel was created to share and peer-review the tasks carried out and an adhoc rubric was designed to assess the revoicing work performed on the videos. The results are promising enough in terms of oral production skills improvement to encourage further research in the area.
