Chapter 6. Student Perceptions of a Video Subtitle Project
Ayano Valvona
Ayano Valvona
Abstract
Amid growing reliance on translation apps and AI tools that can reduce L2 motivation, this action research examined student perceptions of an interlanguage subtitling project. Twelve Japanese university student participants (approx. CEFR A1–B1 level) created Japanese subtitles for an English movie or TV series trailer. Data included pre- and post-project questionnaires (n=12) and delayed L1 interviews six months later (n=8). Analysis indicated perceived language gains and changes in behavior and attitudes to video learning. Students reported increased motivation, improved attention to linguistic and pragmatic features, and perceived improvement in listening, vocabulary, and expression. Students mentioned experiencing meaning negotiation under time/space constraints, heightened awareness of register and nuance, and they formed critical views towards machine-translated texts. Post-project behavior shifted toward greater voluntary exposure to audiovisual input, strategic use of captions, and more active, metacognitive viewing; many also noted gains in confidence and motivation. Peer review and a “premiere” were also valued as great opportunities for reflection. Although technical challenges were mentioned, overall, findings indicated that subtitling functions as engaging project-based learning that integrates multimodal input with purposeful output while fostering autonomy and reflective strategies. Pedagogically, instructors should scaffold transcription and make it accessible, calibrate material difficulty, and structure feedback cycles. Future research should use larger samples, varied media, and check achievement to validate effects and better optimize task design.
About the Contributor
Ayano Valvona (Sueyoshi) is a lecturer at Okinawa University, Japan, with more than 10 years of experience teaching English to different ages and levels. After obtaining her MA in TESOL from Michigan State University, she has taught English at a university while also working as a freelance translator, including video translation. Ayano’s interests in the field include project-based learning, teaching using authentic materials, and other methods of raising student engagement. In addition to writing papers and presenting at various ELT conferences, Ayano has co-authored textbooks for use in English language classrooms.
Citation
Valvona, A. (2025). Student perceptions of a video subtitle project. In A. Leis & M. Wilson (Eds.), Screen media in foreign language education (pp. 117-150). Candlin & Mynard. https://doi.org/10.47908/37/6
Amid growing reliance on translation apps and AI tools that can reduce L2 motivation, this action research examined student perceptions of an interlanguage subtitling project. Twelve Japanese university student participants (approx. CEFR A1–B1 level) created Japanese subtitles for an English movie or TV series trailer. Data included pre- and post-project questionnaires (n=12) and delayed L1 interviews six months later (n=8). Analysis indicated perceived language gains and changes in behavior and attitudes to video learning. Students reported increased motivation, improved attention to linguistic and pragmatic features, and perceived improvement in listening, vocabulary, and expression. Students mentioned experiencing meaning negotiation under time/space constraints, heightened awareness of register and nuance, and they formed critical views towards machine-translated texts. Post-project behavior shifted toward greater voluntary exposure to audiovisual input, strategic use of captions, and more active, metacognitive viewing; many also noted gains in confidence and motivation. Peer review and a “premiere” were also valued as great opportunities for reflection. Although technical challenges were mentioned, overall, findings indicated that subtitling functions as engaging project-based learning that integrates multimodal input with purposeful output while fostering autonomy and reflective strategies. Pedagogically, instructors should scaffold transcription and make it accessible, calibrate material difficulty, and structure feedback cycles. Future research should use larger samples, varied media, and check achievement to validate effects and better optimize task design.
About the Contributor
Ayano Valvona (Sueyoshi) is a lecturer at Okinawa University, Japan, with more than 10 years of experience teaching English to different ages and levels. After obtaining her MA in TESOL from Michigan State University, she has taught English at a university while also working as a freelance translator, including video translation. Ayano’s interests in the field include project-based learning, teaching using authentic materials, and other methods of raising student engagement. In addition to writing papers and presenting at various ELT conferences, Ayano has co-authored textbooks for use in English language classrooms.
Citation
Valvona, A. (2025). Student perceptions of a video subtitle project. In A. Leis & M. Wilson (Eds.), Screen media in foreign language education (pp. 117-150). Candlin & Mynard. https://doi.org/10.47908/37/6
Information About the Book
Title: Screen Media in Foreign Language Education
Editors: Adrian Leis and Matthew Wilson
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Title: Screen Media in Foreign Language Education
Editors: Adrian Leis and Matthew Wilson
Read more...