Tradução audiovisual didática em ambientes de aula on-line e presencial:
um estudo comparativo
DOI:
https://doi.org/10.17533/udea.ikala.356066Palavras-chave:
TRADILEX, ensino on-line, tradução audiovisual didática (TAD), ensino presencial, competências linguísticas, inglês como língua estrangeiraResumo
Este artigo fornece uma nova validação empírica da metodologia de tradução audiovisual didática TRADILEX em uma variedade de ambientes de instrução e contextos educacionais por meio de um estudo quantitativo e comparativo. O escopo foi estendido a vários contextos em toda a Espanha, com uma amostra inicial de 566 falantes não nativos de inglês, dos quais 155 completaram 15 planos de aula de inglês de nível intermediário. Para a análise estatística, foi utilizado o software SPSS e aplicado um teste anova para comparar os resultados, dependendo de os planos de aula terem sido ministrados presencialmente ou on-line. Os resultados mostram o desenvolvimento das habilidades linguísticas dos alunos em ambas as modalidades usando cinco métodos de tradução audiovisual, o que demonstrou a validade da tradução audiovisual didática no ensino-aprendizagem de inglês como língua estrangeira. Os resultados mostram a eficácia da metodologia TRADILEX no aprimoramento da competência comunicativa geral. A ausência de diferenças estatísticas significativas entre os modos de instrução presencial e on-line é destacada, indicando que ambos os ambientes facilitam o aprendizado do idioma. Esses resultados contribuem para o discurso em andamento sobre a eficácia pedagógica e oferecem percepções valiosas com potencial para moldar melhores práticas e a pesquisa empírica no campo da linguística aplicada e do ensino de línguas.
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