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題名 透過影片配音來培養臺灣高中生的英語口說技巧
Developing Taiwanese High School Students’ English Speaking Skills Through Film Dubbing作者 武世峰
Wu, Shih-Feng貢獻者 許麗媛
Hsu, Li-Yuan
武世峰
Wu, Shih-Feng關鍵詞 影片配音
第二語言口說教學
口說能力
英語為外語學習者
台灣高中生
Film dubbing
Teaching L2 speaking
Oral proficiency
EFL learners
Taiwanese high school students日期 2026 上傳時間 2-Mar-2026 12:25:42 (UTC+8) 摘要 儘管利用影片配音來提升英語為外語學習者口說能力具有潛在優勢，但在台灣高中生族群中應用影片配音技巧以發展英語口說能力的研究仍相當有限。為了填補此研究缺口，本研究目的在探究應用影片配音對提升台灣高中生英語口說能力的成效，並進一步瞭解學生對於以影片配音作為提升口語熟練度方式的看法。研究參與對象來自於北台灣某公立高中十年級兩個常態編班的班級，分別設定為實驗組與控制組，各有35位學生和30位學生。實驗組在接受正規學校英文課程的同時也進行為期10週的課後影片配音以及每週30分鐘的影片劇情討論課程，而控制組則全程只接受正規學校英文課程。本研究為混合研究(mixed-method research)，實驗前後兩組分別使用全民英檢中級口說測驗做了前後測之外，實驗組也在後測完進行分組訪談以瞭解學生對於影片配音的看法。 研究結果顯示，實驗組的口說能力在發音以及流暢度兩方面皆有達到顯著性進步。訪談內容中，許多學生對於應用影片配音來提升英語口說技巧抱持著積極正面的態度；他們認為影片配音除了提升他們英語學習動機與自信，也讓他們對於英語學習更有參與感與成就感。然而也有少部分學生反映配音過程中的挑戰與困難。
Despite the potential advantages of using film dubbing to promote EFL learners’ speaking skills, research applying film dubbing techniques to develop English speaking skills among Taiwanese high school students remains limited. To address this gap, the present study aimed to investigate the effectiveness of applying film dubbing to improve Taiwanese senior high school students’ English-speaking skills and to explore their perceptions of using film dubbing as a means to enhance oral proficiency. The participants were two heterogeneous grouping classes of tenth graders from a public senior high school in northern Taiwan, consisting of 35 students in the experimental group and 30 students in the control group. While both groups received regular English instruction, the experimental group additionally participated in a ten-week after-school film dubbing program and a weekly 30-minute film plot discussion class. The study adopted a mixed-method research design. Both groups took the GEPT Intermediate Speaking Test as a pretest and a posttest, and the experimental group also participated in group interviews after the posttest to examine their perceptions of the film dubbing activity. The results revealed that the experimental group made significant improvement in pronunciation and fluency. The interview data further indicated that most students held positive attitudes toward using film dubbing to enhance their speaking skills. They reported that film dubbing not only increased their motivation and confidence in learning English but also fostered a greater sense of engagement and accomplishment. However, a few students mentioned facing certain challenges and difficulties during the dubbing process.參考文獻 Brown, H. D. (2014). Principles of language learning and teaching. Person Education. Burns, A. (2003). Clearly speaking: pronunciation in action for teachers. National Center for English Language Teaching and Research, Macquaire University, Sydney Nsw 2109. Burston, J. (2005). Video dubbing projects in the foreign language curriculum. CALICO Journal, 23(1), 77-92. Biyaem, S. (1997). Learner training: Changing roles for a changing world. Educational innovation for sustainable development: Proceedings of the 3rd UNESCO-ACEID International Conference, Bangkok, Thailand. Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology, 5(4), 1-6. Chang, Ch., Hui-Chin, Y. (2024). Effects of Video-Dubbing Creations (Using Peer Instruction Approaches) on Learning Achievement, Willingness to Communicate and Learning Anxiety. The EuroCALL Review, 31(2), 17-33. Chiu, Y. H. (2012). Can film dubbing projects facilitate EFL learners’ acquisition of English pronunciation? British Journal of Educational Technology, 43(1), 24-27. Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. Elliot, A. R. (1995). Foreign language phonology: Field independence, attitude, and the success of formal instruction in Spanish pronunciation. The Modern Language Journal, 79(4), 530-542. Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second language learning. Newbury House. Gilakjani, A. P. (2012). A study of factors affecting EFL Learners’ English Pronunciation Learning and the strategies for Instruction. International Journal of Humanities and Social Science, 2(3), 119-128. Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press. Golshan, N. S. & Nostratzadeh, H. (2015). The impact of video dubbing, voice recording and shadowing rasks on Iranian EFL learners’ command of pronunciation. International Journal of Language and Applied Linguistics, 7-16 Harmer, J. (1993). The practice of English language teaching. Longman. He, P. & Wasuntarasophit, S. (2015). The effects of video dubbing tasks on reinforcing oral proficiency for Chinese vocational college students. Asian EFL Journal, 17(2), 106-133. Huang, H. Y. & Tseng C. J. (2020). The effects of film-dubbing technique on the comprehensibility of Taiwanese EFL learners. TESOL Journal. Hughes, Artur. (2003). Testing for Language Teachers. Cambridge: Cambridge University Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23, 83-103. Katchen, J. E. (1996). Using authentic video in English language teaching: Tips for Taiwan’s teachers. In Video in ELT—Theoretical and pedagogical foundations: Proceedings of the 2002 KATE (Korea Association of Teachers of English) International Conference (pp. 256–259). The Crane Publishing Company, Ltd. Lai, H. B., & Vu, A. H. T. (2024). English movie dubbing and pronunciation intelligibility enhancement: Is it feasible in EFL courses? Englishes in Practice, 7(1), 1–24. https://doi.org/10.2478/eip-2024-0001 LTTC. (2016). English graduation benchmark. https://www.gept.org.tw//Score/Career.asp Maslow, A. (1970). Motivation and personality (2nd ed.). Harper & Row. Mawaddah, N. (2024). Does video dubbing project affect EFL students' self-efficacy and proficiency in English? Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 25(2), 86–97. Melough, A. (2013). Foreign language anxiety in EFL speaking classrooms: A case study of first-year LMD students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1), 64–76. Nuraeni, N. (2018, July). Using audio visual material to enhance students’ speaking skills. In Proceedings of the 65th TEFLIN International Conference (pp. 132–140). Universitas Negeri Makassar, Indonesia. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge university press. Skehan, P. (1996). Second language acquisition and task-based instruction. In J. Willis & D. Willis (Eds.). Challenge and change in language teaching (pp. 17–30). Heinemann. Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. Wang, Z. Q. (2014). Developing accuracy and fluency in spoken English of Chinese EFL learners. English Language Teaching, 7(2), 110-118 Yen, T. T. H. (2021). Using movie dubbing to improve natural English pronunciation skills. English Teaching Forum, 59(1), 20–25. Young, D. J. (1991). Creating a low anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–439. Zaib, F., & Nawaz, S. (2024). Investigating the impact of video dubbing techniques on English speaking skills. Pakistan Languages and Humanities Review, 8(2), 184–200. 描述 碩士
國立政治大學
英語教學碩士在職專班
108951011資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108951011 資料類型 thesis dc.contributor.advisor 許麗媛 zh_TW dc.contributor.advisor Hsu, Li-Yuan en_US dc.contributor.author (Authors) 武世峰 zh_TW dc.contributor.author (Authors) Wu, Shih-Feng en_US dc.creator (作者) 武世峰 zh_TW dc.creator (作者) Wu, Shih-Feng en_US dc.date (日期) 2026 en_US dc.date.accessioned 2-Mar-2026 12:25:42 (UTC+8) - dc.date.available 2-Mar-2026 12:25:42 (UTC+8) - dc.date.issued (上傳時間) 2-Mar-2026 12:25:42 (UTC+8) - dc.identifier (Other Identifiers) G0108951011 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/161859 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 108951011 zh_TW dc.description.abstract (摘要) 儘管利用影片配音來提升英語為外語學習者口說能力具有潛在優勢，但在台灣高中生族群中應用影片配音技巧以發展英語口說能力的研究仍相當有限。為了填補此研究缺口，本研究目的在探究應用影片配音對提升台灣高中生英語口說能力的成效，並進一步瞭解學生對於以影片配音作為提升口語熟練度方式的看法。研究參與對象來自於北台灣某公立高中十年級兩個常態編班的班級，分別設定為實驗組與控制組，各有35位學生和30位學生。實驗組在接受正規學校英文課程的同時也進行為期10週的課後影片配音以及每週30分鐘的影片劇情討論課程，而控制組則全程只接受正規學校英文課程。本研究為混合研究(mixed-method research)，實驗前後兩組分別使用全民英檢中級口說測驗做了前後測之外，實驗組也在後測完進行分組訪談以瞭解學生對於影片配音的看法。 研究結果顯示，實驗組的口說能力在發音以及流暢度兩方面皆有達到顯著性進步。訪談內容中，許多學生對於應用影片配音來提升英語口說技巧抱持著積極正面的態度；他們認為影片配音除了提升他們英語學習動機與自信，也讓他們對於英語學習更有參與感與成就感。然而也有少部分學生反映配音過程中的挑戰與困難。 zh_TW dc.description.abstract (摘要) Despite the potential advantages of using film dubbing to promote EFL learners’ speaking skills, research applying film dubbing techniques to develop English speaking skills among Taiwanese high school students remains limited. To address this gap, the present study aimed to investigate the effectiveness of applying film dubbing to improve Taiwanese senior high school students’ English-speaking skills and to explore their perceptions of using film dubbing as a means to enhance oral proficiency. The participants were two heterogeneous grouping classes of tenth graders from a public senior high school in northern Taiwan, consisting of 35 students in the experimental group and 30 students in the control group. While both groups received regular English instruction, the experimental group additionally participated in a ten-week after-school film dubbing program and a weekly 30-minute film plot discussion class. The study adopted a mixed-method research design. Both groups took the GEPT Intermediate Speaking Test as a pretest and a posttest, and the experimental group also participated in group interviews after the posttest to examine their perceptions of the film dubbing activity. The results revealed that the experimental group made significant improvement in pronunciation and fluency. The interview data further indicated that most students held positive attitudes toward using film dubbing to enhance their speaking skills. They reported that film dubbing not only increased their motivation and confidence in learning English but also fostered a greater sense of engagement and accomplishment. However, a few students mentioned facing certain challenges and difficulties during the dubbing process. en_US dc.description.tableofcontents Acknowledgement iii Chinese Abstract v English Abstract vii List of Tables xi List of Figures xii CHAPTER 1 INTRODUCTION 1 Background and Motivation of the Study 1 Purpose of the Study 2 Significance of the Study 3 Operational Definitions of Key Terms 3 CHAPTER 2 LITERATURE REVIEW 5 Major Components of Speaking Skills 5 Factors Affecting Learners’ Speaking Skills 8 Studies on Film-Dubbing 10 CHAPTER 3 METHOD 15 Participants 15 The Instructional Design 17 The Experimental Group 17 The Dubbing Tasks 18 Speaking Discussion Activities 21 Procedures of the Speaking Discussion Activities 22 The Control Group 22 Instruments 23 The Speaking Tests 23 Semi-Structured Interviews 26 Interview Questions: 26 Procedure 26 Data Analysis 27 CHAPTER 4 RESULTS 29 Students’ Speaking Test Scores 29 The Pretest of the Control Group and Experimental Group 29 The Posttest of Control Group and Experimental Group 30 The Pretest and Posttest of Control Group 30 The Pretest and Posttest of the Experimental Group 31 The Five Aspects of the Pretest and Posttest of Control Group 31 The Five Aspects of the Pretest and Posttest of the Experimental Group 33 The Results of Group Interviews 34 CHAPTER 5 DISCUSSION AND CONCLUSION 41 Major Findings and Discussion 41 The Effects on Developing High School Students’ Speaking Skills 41 High School Students’ Perceptions toward Film Dubbing 43 Pedagogical Implications 45 Limitations and Suggestions for Further Research 47 References 50 Appendixes 54 Appendix A: Rubric for rating students’ speaking skills (adapted from GEPT Intermediate Speaking Test) 54 Appendix B: Worksheets of Plot Discussion Activities 55 zh_TW dc.format.extent 3401143 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108951011 en_US dc.subject (關鍵詞) 影片配音 zh_TW dc.subject (關鍵詞) 第二語言口說教學 zh_TW dc.subject (關鍵詞) 口說能力 zh_TW dc.subject (關鍵詞) 英語為外語學習者 zh_TW dc.subject (關鍵詞) 台灣高中生 zh_TW dc.subject (關鍵詞) Film dubbing en_US dc.subject (關鍵詞) Teaching L2 speaking en_US dc.subject (關鍵詞) Oral proficiency en_US dc.subject (關鍵詞) EFL learners en_US dc.subject (關鍵詞) Taiwanese high school students en_US dc.title (題名) 透過影片配音來培養臺灣高中生的英語口說技巧 zh_TW dc.title (題名) Developing Taiwanese High School Students’ English Speaking Skills Through Film Dubbing en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Brown, H. D. (2014). Principles of language learning and teaching. Person Education. Burns, A. (2003). Clearly speaking: pronunciation in action for teachers. National Center for English Language Teaching and Research, Macquaire University, Sydney Nsw 2109. Burston, J. (2005). Video dubbing projects in the foreign language curriculum. CALICO Journal, 23(1), 77-92. Biyaem, S. (1997). Learner training: Changing roles for a changing world. Educational innovation for sustainable development: Proceedings of the 3rd UNESCO-ACEID International Conference, Bangkok, Thailand. Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology, 5(4), 1-6. Chang, Ch., Hui-Chin, Y. (2024). Effects of Video-Dubbing Creations (Using Peer Instruction Approaches) on Learning Achievement, Willingness to Communicate and Learning Anxiety. The EuroCALL Review, 31(2), 17-33. Chiu, Y. H. (2012). Can film dubbing projects facilitate EFL learners’ acquisition of English pronunciation? British Journal of Educational Technology, 43(1), 24-27. Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. Elliot, A. R. (1995). Foreign language phonology: Field independence, attitude, and the success of formal instruction in Spanish pronunciation. The Modern Language Journal, 79(4), 530-542. Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second language learning. Newbury House. Gilakjani, A. P. (2012). A study of factors affecting EFL Learners’ English Pronunciation Learning and the strategies for Instruction. International Journal of Humanities and Social Science, 2(3), 119-128. Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press. Golshan, N. S. & Nostratzadeh, H. (2015). The impact of video dubbing, voice recording and shadowing rasks on Iranian EFL learners’ command of pronunciation. International Journal of Language and Applied Linguistics, 7-16 Harmer, J. (1993). The practice of English language teaching. Longman. He, P. & Wasuntarasophit, S. (2015). The effects of video dubbing tasks on reinforcing oral proficiency for Chinese vocational college students. Asian EFL Journal, 17(2), 106-133. Huang, H. Y. & Tseng C. J. (2020). The effects of film-dubbing technique on the comprehensibility of Taiwanese EFL learners. TESOL Journal. Hughes, Artur. (2003). Testing for Language Teachers. Cambridge: Cambridge University Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23, 83-103. Katchen, J. E. (1996). Using authentic video in English language teaching: Tips for Taiwan’s teachers. In Video in ELT—Theoretical and pedagogical foundations: Proceedings of the 2002 KATE (Korea Association of Teachers of English) International Conference (pp. 256–259). The Crane Publishing Company, Ltd. Lai, H. B., & Vu, A. H. T. (2024). English movie dubbing and pronunciation intelligibility enhancement: Is it feasible in EFL courses? Englishes in Practice, 7(1), 1–24. https://doi.org/10.2478/eip-2024-0001 LTTC. (2016). English graduation benchmark. https://www.gept.org.tw//Score/Career.asp Maslow, A. (1970). Motivation and personality (2nd ed.). Harper & Row. Mawaddah, N. (2024). Does video dubbing project affect EFL students' self-efficacy and proficiency in English? Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 25(2), 86–97. Melough, A. (2013). Foreign language anxiety in EFL speaking classrooms: A case study of first-year LMD students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1), 64–76. Nuraeni, N. (2018, July). Using audio visual material to enhance students’ speaking skills. In Proceedings of the 65th TEFLIN International Conference (pp. 132–140). Universitas Negeri Makassar, Indonesia. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge university press. Skehan, P. (1996). Second language acquisition and task-based instruction. In J. Willis & D. Willis (Eds.). Challenge and change in language teaching (pp. 17–30). Heinemann. Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. Wang, Z. Q. (2014). Developing accuracy and fluency in spoken English of Chinese EFL learners. English Language Teaching, 7(2), 110-118 Yen, T. T. H. (2021). Using movie dubbing to improve natural English pronunciation skills. English Teaching Forum, 59(1), 20–25. Young, D. J. (1991). Creating a low anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–439. Zaib, F., & Nawaz, S. (2024). Investigating the impact of video dubbing techniques on English speaking skills. Pakistan Languages and Humanities Review, 8(2), 184–200. zh_TW
