Talaván Zanón, NoaÁvila Cabrera, José JavierGambier, IvesCaimi, AnnamariaMariotti, Cristina2024-06-212024-06-212015Talaván, N, and Ávila- Cabrera, J. J. (2015). First insights into the combination of dubbing and subtitling as L2 didactic tools. In: Y. Gambier, A. Caimi, andC. Mariotti (Eds.), Subtitles and language learning (pp. 149– 172). Peter Lang. ISBN 97830343152969783034315296https://hdl.handle.net/20.500.14468/22706The use of active subtitling as a resource in foreign language education has been gaining increasing interest in the last decade within the studies on Audiovisual Translation (AVT). Such a comprehensive task can be said to enhance integrated communicative activities and skills, mainly reading, listening, writing and speaking. Dubbing as a didactic resource is, nonetheless, an activity that has not received as much attention and its use in class is significantly less spread. This AVT mode explores all the elements of the soundtrack in the form of monologues, dialogue exchanges, and songs, and can enhance the same integrated skills mentioned for subtitling, but from a different perspective. This paper focuses on a quasi-experimental research on the use of the active combination of dubbing and reverse subtitling in order to improve both oral and written production activities, as well as general translation skills. To this end, two groups of students from formal and informal learning contexts have worked collaboratively online in the dubbing and reverse subtitling of four pre-selected clips taken from the same film. Thanks to the answers to oral and written pretests and post-tests, as well as to questionnaires completed by the students before and after the AVT practices, a series of quantitative and qualitative data were obtained and used to assess the potential benefits of this new didactic combination.enAtribución-NoComercial-SinDerivadas 4.0 Internacional55 Historia::5505 Ciencias auxiliares de la historia::5505.10 Filologíacapítulo de libro