The Impacts of Video Dubbing on Non-English Major Students’ Speaking Skills

This study examines the impacts of video dubbing on the speaking skills of first-year non-English major students at Hanoi University of Industry and evaluates their attitude towards this instructional approach. Participants were split into experimental and control groups. The experimental group participated in a 10-week learning intervention that included video dubbing, whereas the control group did not. Data collection methods included a pre-test, post-test, and teacher observation checklist, primarily for the experimental group, employing both quantitative and qualitative analyses. The findings indicate a noticeable improvement in participants' speaking skills among those exposed to video dubbing activities compared to those who were not. Additionally, experimental participants showed eagerness and heightened enthusiasm for learning during lessons that included video dubbing. The study suggests that video dubbing is a valuable teaching tool for language instructors and recommends further exploration of similar interventions in diverse regions and among different student cohorts, as well as focusing on other language skills, such as listening, reading, and writing.