Traducción didáctica audiovisual en entornos presencial y digital:
un estudio comparativo
DOI:
https://doi.org/10.17533/udea.ikala.356066Palabras clave:
TRADILEX, enseñanza online, enseñanza presencial, destrezas lingüísticas, traducción didáctica audiovisual, inglés como lengua extranjera (ILE)Resumen
Este artículo ofrece una nueva validación empírica de la metodología de traducción audiovisual con fines didácticos TRADILEX en diversos entornos de instrucción y contextos educativos por medio de un estudio cuantitativo y comparativo. El alcance se extendió a múltiples contextos en toda España, con una muestra inicial de 566 hablantes de inglés no nativos, de los cuales 155 completaron 15 planes de clase para un nivel intermedio de inglés. Para el análisis estadístico se usó el software SPSS y se aplicó un test ANOVA para comparar los resultados dependiendo de si los planes de clase se impartieron de manera presencial o virtual. Los resultados muestran el desarrollo de las habilidades lingüísticas de los estudiantes en las dos modalidades usando cinco métodos de traducción audiovisual, lo que demostró la validez de la traducción audiovisual didáctica en la enseñanza-aprendizaje de inglés como lengua extranjera. Los resultados evidencian la efectividad de la metodología TRADILEX para mejorar la competencia comunicativa general. Se destaca la ausencia de diferencias estadísticas significativas entre las modalidades de instrucción presencial y en línea, lo que indica que ambos entornos facilitan el aprendizaje de la lengua. Estos resultados contribuyen al discurso en construcción sobre la efectividad pedagógica y ofrecen perspectivas valiosas con potencial para configurar mejores prácticas e investigaciones empíricas en el campo de la lingüística aplicada y la educación en lenguas.
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