Abstract
The purpose of this study was to analyze video dubbing effects on speaking elements of English and affective areas of 4th grade elementary English learners. Twenty students participated in the activity of dubbing five videoclips selected from a dubbing application called 2DUB. The conclusions are as follows. First, learning by video dubbing had a positive effect on the improvement of pronunciation and suprasegmental phonemes required for the speaking ability, because significant improvements were found in all areas of pronunciation, stress, rhythm, and intonation. In particular, it could be a more effective learning method for students of low to intermediate ability than for those of higher ability. It also had a positive effect on both male and female students in improving pronunciation and rhythm. Second, it had a positive effect on interest and anxiety among the affective areas. In particular, male students showed a significant reduction in anxiety which means learning by video dubbing can not only be an effective way to induce interest in learning English but can also be usefully used to lower male students’ anxiety toward learning English. Based on these conclusions, important implications and suggestions were included.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The Korea Association of Primary English Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
