Video Dubbing
Module 3 Reflection
The dubbing task in this module was a valuable experience that helped me improve several important language skills, especially pronunciation, fluency, and confidence in speaking. In Phase 1, we started by searching for a suitable video to dub. Our initial plan was to dub an episode of SpongeBob in Chinese, which was exciting because it involved fun, animated dialogue. However, after some consideration, we decided to ask if we could do something easier, a song. This change gave me a different kind of challenge, as singing required me to pay close attention to tone, rhythm, and accurate pronunciation, which helped me improve my fluency and oral control in a new way.
Collaboration with my group members was essential throughout the process. In the early stage of searching for the right video, we discussed and shared ideas, which helped us understand the kind of content that would suit our language goals. Although we switched from dubbing SpongeBob to singing a Chinese song, the teamwork continued to be valuable. Group members gave me feedback on my pronunciation and on the rhythm of the song, which motivated me to practice more and sing with greater confidence. Working together also allowed us to support one another during rehearsals—stressful yet enjoyable at the same time.
From Phase 1, where we were focused on finding a video, to the final presentation, I noticed significant improvement in my intonation and overall performance. Initially, I was uncertain and cautious, particularly because singing in Chinese was new and challenging for me. But as we moved through rehearsals, I became more confident, and my pronunciation and fluency improved noticeably. By the presentation, I was able to deliver the song with better rhythm, clearer pronunciation, and greater emotional expression.
The most challenging phase for me was definitely the transition from planning to rehearsing, especially since we shifted from dubbing SpongeBob to singing. Dubbing SpongeBob required careful synchronization of speech with the characters’ lip movements, which is why I found singing the song easier. Singing allowed me to focus more on pronunciation and rhythm without having to match exact timing to the video’s mouth movements. This made the task feel less stressful and more enjoyable, even though it still required practice to get the tones and fluency right. Our sessions would last more than an hour because of background sound, muffled audio, and the need for consistency in pronouncing some Chinese words.
ChatGPT was helpful in several ways during this module. At first, we used ChatGPT to assist with the SpongeBob script, helping us translate and rephrase lines into more natural and pronounceable Chinese. However, when we changed our plan to singing a song instead, ChatGPT became useful in a different way; we used it to find the pinyin of the song’s lyrics. This helped me practice pronunciation more accurately and made rehearsals smoother, boosting my confidence in singing. Overall, ChatGPT was a valuable tool that complemented my practice throughout the module.
I would definitely consider using dubbing or singing activities in my future teaching. These activities engage students and help them develop oral skills such as pronunciation, fluency, and expression in a fun, creative way. They also promote collaboration and build confidence. In my teaching, I could use dubbing with short video clips for reporting lab entries in biology. This would be an authentic way for students to document lab reports and a fun way to integrate technology into science education.