Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.

中文翻译：

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调查反向配音任务对英语口语能力和英语学习动机的影响


反向配音表示创建和呈现视频剪辑的过程，该剪辑将原始第一语言 （L1） 口语对话翻译成第二语言/外语。本研究调查了其对英语口语能力和英语学习动机 （ELM） 的影响。两个完整的英语作为外语 （EFL） 大学生班级被随机分配到反向配音 （RD） 组或对照组。在一个学期中，RD 小组完成了两项 RD 任务，他们分组：（1） 选择一个普通话 L1 视频剪辑，（2） 将字幕翻译成英文，（3） 排练翻译后的字幕，（4） 创建新的配乐，（5） 将视频剪辑与新的配乐相结合，制作配音视频剪辑， （6） 在课堂上播放配音的视频剪辑，然后再次进行现场配音。对数字数据和访谈记录进行的 ANCOVA 和定性检查揭示了反向配音对英语口语能力的发展做出了重要贡献，并导致参与学生的内在动机水平在统计学上显着增加。鉴于这些发现，对技术增强语言教学和学习的理论和实践提出了启示。