The effects of video-dubbing tasks on EFL students’ pronunciation of suprasegmental features and autonomy

The current study explored the effects of video-dubbing tasks on EFL students' pronunciation of suprasegmental features and autonomy. Participants (N = 10) were first-year students in the English Language Department, Faculty of Archaeology and Languages, Matrouh University. An EFL suprasegmental features pronunciation test and a learner autonomy scale were devised and administered before and after experimentation which lasted for seven weeks as part of the Phonetics and Phonology course during the second semester of the 2024-2025 academic year. Throughout the experiment, the students in pairs selected videos from the internet, removed their soundtracks, rehearsed the monologues and dialogues in the videos, created alternative soundtracks by recording their voices, integrated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented live dubbing to the whole class. Semi-structured interviews were also conducted to determine the students' perceptions toward the utility of video-dubbing tasks. Results indicated that video-dubbing tasks had significant effects on the students' pronunciation of suprasegmental features (linking, stress, and intonation) and autonomy. Besides, the students expressed highly positive perceptions toward the usefulness of video-dubbing tasks. Such results suggest that video-dubbing tasks can be used to promote EFL students' pronunciation of suprasegmental features and autonomy.