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1ERIC ED619964: Using Remote Communication Tools To Facilitate Student Engagement, Language Learning, And Cross-Disciplinary Professional Development Before, During, And After The Pandemic: The Newcastle Calls Project 2020 As A Case Study Aimed At Fostering Student Engagement Using Remote Communication Tools To Restructure Language Teaching, The "Newcastle Calls" Project Was Piloted In Early 2020, Providing Newcastle University's Italian Language Students At Intermediate Level With A Chance To Be Involved In The Production Of Authentic Material. Thanks To Technology, They Crossed Space Barriers, Interviewed Italian Researchers In The Antarctic And An Italian Theatre Actor Virtually, Discussing The Researchers' Life, Climate Change, Acting, And The Effects Of Italy's COVID-19 Lockdown. One Of These Interviews Was Made Into A Pilot Documentary With Italian And English Subtitles With The Collaboration Of Master Of Arts (MA) Translation And Film Students. This Chapter Explores How Students Benefitted From The Experience, Evaluates The Project's Potential To Facilitate Students' Transition To Professional Life After University, And The Facilitators' Experience Using Remote Communication Tools Before And During COVID-19, Reflecting On The Advantages And Challenges Of Implementing The Use Of Up-to-date Technology In Language Learning. [For The Complete Volume, "Innovative Language Teaching And Learning At University: Facilitating Transition From And To Higher Education," See ED619814.]

By

Aimed at fostering student engagement using remote communication tools to restructure language teaching, the "Newcastle Calls" project was piloted in early 2020, providing Newcastle University's Italian language students at intermediate level with a chance to be involved in the production of authentic material. Thanks to technology, they crossed space barriers, interviewed Italian researchers in the Antarctic and an Italian theatre actor virtually, discussing the researchers' life, climate change, acting, and the effects of Italy's COVID-19 lockdown. One of these interviews was made into a pilot documentary with Italian and English subtitles with the collaboration of Master of Arts (MA) translation and film students. This chapter explores how students benefitted from the experience, evaluates the project's potential to facilitate students' transition to professional life after university, and the facilitators' experience using remote communication tools before and during COVID-19, reflecting on the advantages and challenges of implementing the use of up-to-date technology in language learning. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.]

“ERIC ED619964: Using Remote Communication Tools To Facilitate Student Engagement, Language Learning, And Cross-Disciplinary Professional Development Before, During, And After The Pandemic: The Newcastle Calls Project 2020 As A Case Study Aimed At Fostering Student Engagement Using Remote Communication Tools To Restructure Language Teaching, The "Newcastle Calls" Project Was Piloted In Early 2020, Providing Newcastle University's Italian Language Students At Intermediate Level With A Chance To Be Involved In The Production Of Authentic Material. Thanks To Technology, They Crossed Space Barriers, Interviewed Italian Researchers In The Antarctic And An Italian Theatre Actor Virtually, Discussing The Researchers' Life, Climate Change, Acting, And The Effects Of Italy's COVID-19 Lockdown. One Of These Interviews Was Made Into A Pilot Documentary With Italian And English Subtitles With The Collaboration Of Master Of Arts (MA) Translation And Film Students. This Chapter Explores How Students Benefitted From The Experience, Evaluates The Project's Potential To Facilitate Students' Transition To Professional Life After University, And The Facilitators' Experience Using Remote Communication Tools Before And During COVID-19, Reflecting On The Advantages And Challenges Of Implementing The Use Of Up-to-date Technology In Language Learning. [For The Complete Volume, "Innovative Language Teaching And Learning At University: Facilitating Transition From And To Higher Education," See ED619814.]” Metadata:

  • Title: ➤  ERIC ED619964: Using Remote Communication Tools To Facilitate Student Engagement, Language Learning, And Cross-Disciplinary Professional Development Before, During, And After The Pandemic: The Newcastle Calls Project 2020 As A Case Study Aimed At Fostering Student Engagement Using Remote Communication Tools To Restructure Language Teaching, The "Newcastle Calls" Project Was Piloted In Early 2020, Providing Newcastle University's Italian Language Students At Intermediate Level With A Chance To Be Involved In The Production Of Authentic Material. Thanks To Technology, They Crossed Space Barriers, Interviewed Italian Researchers In The Antarctic And An Italian Theatre Actor Virtually, Discussing The Researchers' Life, Climate Change, Acting, And The Effects Of Italy's COVID-19 Lockdown. One Of These Interviews Was Made Into A Pilot Documentary With Italian And English Subtitles With The Collaboration Of Master Of Arts (MA) Translation And Film Students. This Chapter Explores How Students Benefitted From The Experience, Evaluates The Project's Potential To Facilitate Students' Transition To Professional Life After University, And The Facilitators' Experience Using Remote Communication Tools Before And During COVID-19, Reflecting On The Advantages And Challenges Of Implementing The Use Of Up-to-date Technology In Language Learning. [For The Complete Volume, "Innovative Language Teaching And Learning At University: Facilitating Transition From And To Higher Education," See ED619814.]
  • Author:
  • Language: English

“ERIC ED619964: Using Remote Communication Tools To Facilitate Student Engagement, Language Learning, And Cross-Disciplinary Professional Development Before, During, And After The Pandemic: The Newcastle Calls Project 2020 As A Case Study Aimed At Fostering Student Engagement Using Remote Communication Tools To Restructure Language Teaching, The "Newcastle Calls" Project Was Piloted In Early 2020, Providing Newcastle University's Italian Language Students At Intermediate Level With A Chance To Be Involved In The Production Of Authentic Material. Thanks To Technology, They Crossed Space Barriers, Interviewed Italian Researchers In The Antarctic And An Italian Theatre Actor Virtually, Discussing The Researchers' Life, Climate Change, Acting, And The Effects Of Italy's COVID-19 Lockdown. One Of These Interviews Was Made Into A Pilot Documentary With Italian And English Subtitles With The Collaboration Of Master Of Arts (MA) Translation And Film Students. This Chapter Explores How Students Benefitted From The Experience, Evaluates The Project's Potential To Facilitate Students' Transition To Professional Life After University, And The Facilitators' Experience Using Remote Communication Tools Before And During COVID-19, Reflecting On The Advantages And Challenges Of Implementing The Use Of Up-to-date Technology In Language Learning. [For The Complete Volume, "Innovative Language Teaching And Learning At University: Facilitating Transition From And To Higher Education," See ED619814.]” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 5.21 Mbs, the file-s for this book were downloaded 61 times, the file-s went public at Thu Jul 14 2022.

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Find ERIC ED619964: Using Remote Communication Tools To Facilitate Student Engagement, Language Learning, And Cross-Disciplinary Professional Development Before, During, And After The Pandemic: The Newcastle Calls Project 2020 As A Case Study Aimed At Fostering Student Engagement Using Remote Communication Tools To Restructure Language Teaching, The "Newcastle Calls" Project Was Piloted In Early 2020, Providing Newcastle University's Italian Language Students At Intermediate Level With A Chance To Be Involved In The Production Of Authentic Material. Thanks To Technology, They Crossed Space Barriers, Interviewed Italian Researchers In The Antarctic And An Italian Theatre Actor Virtually, Discussing The Researchers' Life, Climate Change, Acting, And The Effects Of Italy's COVID-19 Lockdown. One Of These Interviews Was Made Into A Pilot Documentary With Italian And English Subtitles With The Collaboration Of Master Of Arts (MA) Translation And Film Students. This Chapter Explores How Students Benefitted From The Experience, Evaluates The Project's Potential To Facilitate Students' Transition To Professional Life After University, And The Facilitators' Experience Using Remote Communication Tools Before And During COVID-19, Reflecting On The Advantages And Challenges Of Implementing The Use Of Up-to-date Technology In Language Learning. [For The Complete Volume, "Innovative Language Teaching And Learning At University: Facilitating Transition From And To Higher Education," See ED619814.] at online marketplaces:


2ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]

By

Many language learners lack the motivation to read complex texts. Because high-immersion Virtual Reality (VR) is increasingly reported to be highly motivating, the goal of our study was to compare English as a Second Language (ESL) learners' (N=79) motivation while reading a story with subtitles in VR (experimental group) versus reading the same story screencast in two-dimensions (2D -- control group). The Wilcoxon signed-rank test revealed that learners' motivation in VR was significantly higher compared with the control group. Our finding confirmed that VR is highly motivational in the context of reading foreign texts and can be useful for Computer Assisted Language Learning (CALL) researchers, practitioners, and instructional designers. This analysis is a part of a larger study (Kaplan-Rakowski & Gruber, 2023) on VR facilitating reading tasks. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

“ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]” Metadata:

  • Title: ➤  ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]
  • Author:
  • Language: English

“ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]” Subjects and Themes:

Edition Identifiers:

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The book is available for download in "texts" format, the size of the file-s is: 3.73 Mbs, the file-s for this book were downloaded 10 times, the file-s went public at Wed Jan 22 2025.

Available formats:
Archive BitTorrent - DjVuTXT - Djvu XML - Item Tile - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Processed JP2 ZIP - Text PDF - chOCR - hOCR -

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Find ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.] at online marketplaces:


3ERIC ED662999: An Intensive English Program For Early Childhood Education: A Case Study This Research Aimed To Examine The Perceptions Of English And Kindergarten Teachers About The English Language Learning Needs Of Very Young Learners And To Design An Intensive English Education Program With The Help Of The Data Obtained. In This Vein, A Case Study Was Conducted In A Private School In Turkey. The Data Were Obtained Via Interviews From The English And Kindergarten Class Teachers Working With Kindergarten Students In The 2020-2021 Academic Year. Research Data Were Analyzed Using Content Analysis On NVIVO Program. The Findings Were Grouped Under Four Subtitles: English Learning Needs, Pedagogical Needs, Material Needs, And Assessment Needs. The Findings Showed That Kindergarten Students Need Equal Amounts Of Natural And Modified Input. In Addition, It Was Advocated By All Participants That The Elements Of Psychological Resilience Should Be Taught To Students Both Inside And Outside The Classroom. The Importance Of Using Online Materials Inside Classrooms In Line With The Needs And Ages Of The 21st Century Students, Who Are Digital Natives, Was Emphasized By The Participants. Moreover, The Participants Argued That Assessment Has An Important Place In Early Childhood As In Every Age Group And That Assessment Should Be Applied In This Age Group As Well. By Analyzing These Results And The Common European Framework Of Reference For Languages (CEFR), An Intensive English Education Program, Consisting Of Ten Themes, Was Prepared.

By

This research aimed to examine the perceptions of English and kindergarten teachers about the English language learning needs of very young learners and to design an intensive English education program with the help of the data obtained. In this vein, a case study was conducted in a private school in Turkey. The data were obtained via interviews from the English and kindergarten class teachers working with kindergarten students in the 2020-2021 academic year. Research data were analyzed using content analysis on NVIVO program. The findings were grouped under four subtitles: English learning needs, pedagogical needs, material needs, and assessment needs. The findings showed that kindergarten students need equal amounts of natural and modified input. In addition, it was advocated by all participants that the elements of psychological resilience should be taught to students both inside and outside the classroom. The importance of using online materials inside classrooms in line with the needs and ages of the 21st century students, who are digital natives, was emphasized by the participants. Moreover, the participants argued that assessment has an important place in early childhood as in every age group and that assessment should be applied in this age group as well. By analyzing these results and the Common European Framework of Reference for Languages (CEFR), an intensive English education program, consisting of ten themes, was prepared.

“ERIC ED662999: An Intensive English Program For Early Childhood Education: A Case Study This Research Aimed To Examine The Perceptions Of English And Kindergarten Teachers About The English Language Learning Needs Of Very Young Learners And To Design An Intensive English Education Program With The Help Of The Data Obtained. In This Vein, A Case Study Was Conducted In A Private School In Turkey. The Data Were Obtained Via Interviews From The English And Kindergarten Class Teachers Working With Kindergarten Students In The 2020-2021 Academic Year. Research Data Were Analyzed Using Content Analysis On NVIVO Program. The Findings Were Grouped Under Four Subtitles: English Learning Needs, Pedagogical Needs, Material Needs, And Assessment Needs. The Findings Showed That Kindergarten Students Need Equal Amounts Of Natural And Modified Input. In Addition, It Was Advocated By All Participants That The Elements Of Psychological Resilience Should Be Taught To Students Both Inside And Outside The Classroom. The Importance Of Using Online Materials Inside Classrooms In Line With The Needs And Ages Of The 21st Century Students, Who Are Digital Natives, Was Emphasized By The Participants. Moreover, The Participants Argued That Assessment Has An Important Place In Early Childhood As In Every Age Group And That Assessment Should Be Applied In This Age Group As Well. By Analyzing These Results And The Common European Framework Of Reference For Languages (CEFR), An Intensive English Education Program, Consisting Of Ten Themes, Was Prepared.” Metadata:

  • Title: ➤  ERIC ED662999: An Intensive English Program For Early Childhood Education: A Case Study This Research Aimed To Examine The Perceptions Of English And Kindergarten Teachers About The English Language Learning Needs Of Very Young Learners And To Design An Intensive English Education Program With The Help Of The Data Obtained. In This Vein, A Case Study Was Conducted In A Private School In Turkey. The Data Were Obtained Via Interviews From The English And Kindergarten Class Teachers Working With Kindergarten Students In The 2020-2021 Academic Year. Research Data Were Analyzed Using Content Analysis On NVIVO Program. The Findings Were Grouped Under Four Subtitles: English Learning Needs, Pedagogical Needs, Material Needs, And Assessment Needs. The Findings Showed That Kindergarten Students Need Equal Amounts Of Natural And Modified Input. In Addition, It Was Advocated By All Participants That The Elements Of Psychological Resilience Should Be Taught To Students Both Inside And Outside The Classroom. The Importance Of Using Online Materials Inside Classrooms In Line With The Needs And Ages Of The 21st Century Students, Who Are Digital Natives, Was Emphasized By The Participants. Moreover, The Participants Argued That Assessment Has An Important Place In Early Childhood As In Every Age Group And That Assessment Should Be Applied In This Age Group As Well. By Analyzing These Results And The Common European Framework Of Reference For Languages (CEFR), An Intensive English Education Program, Consisting Of Ten Themes, Was Prepared.
  • Author:
  • Language: English

“ERIC ED662999: An Intensive English Program For Early Childhood Education: A Case Study This Research Aimed To Examine The Perceptions Of English And Kindergarten Teachers About The English Language Learning Needs Of Very Young Learners And To Design An Intensive English Education Program With The Help Of The Data Obtained. In This Vein, A Case Study Was Conducted In A Private School In Turkey. The Data Were Obtained Via Interviews From The English And Kindergarten Class Teachers Working With Kindergarten Students In The 2020-2021 Academic Year. Research Data Were Analyzed Using Content Analysis On NVIVO Program. The Findings Were Grouped Under Four Subtitles: English Learning Needs, Pedagogical Needs, Material Needs, And Assessment Needs. The Findings Showed That Kindergarten Students Need Equal Amounts Of Natural And Modified Input. In Addition, It Was Advocated By All Participants That The Elements Of Psychological Resilience Should Be Taught To Students Both Inside And Outside The Classroom. The Importance Of Using Online Materials Inside Classrooms In Line With The Needs And Ages Of The 21st Century Students, Who Are Digital Natives, Was Emphasized By The Participants. Moreover, The Participants Argued That Assessment Has An Important Place In Early Childhood As In Every Age Group And That Assessment Should Be Applied In This Age Group As Well. By Analyzing These Results And The Common European Framework Of Reference For Languages (CEFR), An Intensive English Education Program, Consisting Of Ten Themes, Was Prepared.” Subjects and Themes:

Edition Identifiers:

Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 93.71 Mbs, the file-s for this book were downloaded 22 times, the file-s went public at Sun Jan 26 2025.

Available formats:
Archive BitTorrent - DjVuTXT - Djvu XML - Item Tile - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Processed JP2 ZIP - Text PDF - chOCR - hOCR -

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Find ERIC ED662999: An Intensive English Program For Early Childhood Education: A Case Study This Research Aimed To Examine The Perceptions Of English And Kindergarten Teachers About The English Language Learning Needs Of Very Young Learners And To Design An Intensive English Education Program With The Help Of The Data Obtained. In This Vein, A Case Study Was Conducted In A Private School In Turkey. The Data Were Obtained Via Interviews From The English And Kindergarten Class Teachers Working With Kindergarten Students In The 2020-2021 Academic Year. Research Data Were Analyzed Using Content Analysis On NVIVO Program. The Findings Were Grouped Under Four Subtitles: English Learning Needs, Pedagogical Needs, Material Needs, And Assessment Needs. The Findings Showed That Kindergarten Students Need Equal Amounts Of Natural And Modified Input. In Addition, It Was Advocated By All Participants That The Elements Of Psychological Resilience Should Be Taught To Students Both Inside And Outside The Classroom. The Importance Of Using Online Materials Inside Classrooms In Line With The Needs And Ages Of The 21st Century Students, Who Are Digital Natives, Was Emphasized By The Participants. Moreover, The Participants Argued That Assessment Has An Important Place In Early Childhood As In Every Age Group And That Assessment Should Be Applied In This Age Group As Well. By Analyzing These Results And The Common European Framework Of Reference For Languages (CEFR), An Intensive English Education Program, Consisting Of Ten Themes, Was Prepared. at online marketplaces:


4ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.]

By

This project aimed to explore how online open communities and resources could be used for language learning in a higher education context. Advanced language learners were introduced to translation and subtitling, and the use of open content to maintain their language skills post-graduation whilst engaging in a meaningful activity, namely sharing knowledge through translation in a volunteer project. Students were asked to translate the subtitles of a Technology, Entertainment, and Design (TED) or TEDx Talk of their choice and to review and provide feedback on two of their peers' translations. Most students enjoyed the activity, particularly being able to choose the talk they would be translating and having access to other students and volunteers to ask questions and get support with the linguistic and technical aspects of subtitling. A small number of students found the technical aspects of the activity challenging and did not enjoy the unpredictability of working in an open community. [For the complete volume, "New Case Studies of Openness in and beyond the Language Classroom," see ED596829.]

“ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.]” Metadata:

  • Title: ➤  ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.]
  • Author:
  • Language: English

“ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.]” Subjects and Themes:

Edition Identifiers:

Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 5.96 Mbs, the file-s for this book were downloaded 33 times, the file-s went public at Mon Jul 18 2022.

Available formats:
Archive BitTorrent - DjVuTXT - Djvu XML - Item Tile - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Processed JP2 ZIP - Text PDF - chOCR - hOCR -

Related Links:

Online Marketplaces

Find ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.] at online marketplaces:


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