Investigating the Impact of Video Dubbing Techniques on English Speaking Skills

Abstract

The acceptance of innovative teaching techniques by ESL (English as a Second Language) learners is a crucial element of language education. The purpose of this single-group quasiexperimental study was to investigate the efficacy of video dubbing techniques on the speaking skills of ESL learners and to explore their perceptions after taking part in the intervention. For the second phase of the study, the researcher developed a closed-ended questionnaire with 27 items with guidance from the Technology Acceptance Model (TAM) (Davis,1989). The study produced quantifiable data through the use of a quasi-experiment and questionnaire, which were analysed using SPSS (Version, 26). The findings revealed that video dubbing techniques significantly enhance the speaking skills of ESL learners. In addition, a significant proportion of ESL learners showed positive attitudes towards the acceptance of video dubbing techniques in the language classroom. The study has implications for technology enhanced language learning in the present era