<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322025000100029</article-id>
<article-id pub-id-type="doi">10.22458/ie.v27i42.5301</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El doblaje de vídeos como estrategia para reducir los niveles de ansiedad al hablar en lenguas extranjeras]]></article-title>
<article-title xml:lang="en"><![CDATA[Video dubbing as a strategy for reducing foreign language speaking anxiety levels]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dublagem de vídeos como estratégia para reduzir os níveis de ansiedade ao falar em língua estrangeira]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentealba Jiménez]]></surname>
<given-names><![CDATA[Tamara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintanilla Espinoza]]></surname>
<given-names><![CDATA[Angie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<numero>42</numero>
<fpage>29</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322025000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322025000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322025000100029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La presente investigación intenta describir la influencia del proceso de doblaje de videos para reducir los niveles de ansiedad al hablar de los estudiantes de primaria en el aula de inglés como lengua extranjera (EFL). La intervención constó de 5 sesiones donde los estudiantes trabajaron en parejas practicando la lectura en voz alta del diálogo de una escena cinematográfica, utilizando el video como insumo para el doblaje intralingüístico, para finalmente grabar y sincronizar sus voces con la escena. Los participantes de este estudio fueron 8 estudiantes chilenos de 8º grado que fueron seleccionados por sus altos niveles de ansiedad al hablar en el aula de EFL. Para analizar el efecto de esta estrategia se realizó una escala Likert, entrevistas semiestructuradas y observaciones. Los hallazgos revelaron que el proceso de doblaje contribuyó a disminuir los niveles de ansiedad al hablar de los participantes, declarando sentirse más seguros, menos nerviosos y más dispuestos a participar en el aula de EFL, concluyendo que esta estrategia ha demostrado ser efectiva para este propósito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present action research attempts to describe the influence of the video dubbing process to reduce primary school students&#8217; speaking anxiety levels in the English as a Foreign Language (EFL) classroom. The intervention consisted of 5 sessions where students worked in pairs practicing reading aloud the dialogue of a movie scene, using the video as an input for intralingual dubbing, to finally record and synchronize their voices with the scene. The participants of this study were 8 Chilean students from 8th grade who were selected based on their high levels of speaking anxiety in the EFL classroom. To analyze the effect of this strategy, a Likert scale, semi structured interviews, and observations were conducted. Findings revealed that the dubbing process contributed to decrease the participants&#8217; speaking anxiety levels, declaring to feel more confident, less nervous, and more willing to participate in the EFL classroom, concluding that this strategy has proven to be effective for this purpose.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente pesquisa-ação busca descrever a influência do processo de dublagem de vídeos para reduzir os níveis de ansiedade ao falar entre alunos do ensino fundamental na sala de aula de Inglês como Língua Estrangeira (EFL). A intervenção consistiu em 5 sessões nas quais os alunos trabalharam em pares, praticando a leitura em voz alta do diálogo de uma cena de filme, usando o vídeo como insumo para a dublagem intralingual e, por fim, gravando e sincronizando suas vozes com a cena. Os participantes deste estudo foram 8 estudantes chilenos do 8º ano, selecionados com base em seus altos níveis de ansiedade ao falar na sala de aula de EFL. Para analisar o efeito dessa estratégia, foram aplicados uma escala Likert, entrevistas semiestruturadas, e observações. Os resultados revelaram que o processo de dublagem contribuiu para diminuir os níveis de ansiedade ao falar dos participantes, que declararam sentirse mais confiantes, menos nervosos e mais dispostos a participar na sala de aula de EFL, concluindo que essa estratégia se mostrou eficaz para esse propósito.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Oral expression]]></kwd>
<kwd lng="en"><![CDATA[second language instruction]]></kwd>
<kwd lng="en"><![CDATA[language instruction]]></kwd>
<kwd lng="en"><![CDATA[learning method]]></kwd>
<kwd lng="en"><![CDATA[audiovisual instruction]]></kwd>
<kwd lng="en"><![CDATA[primary education.]]></kwd>
<kwd lng="es"><![CDATA[Expresión oral]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de segundas lenguas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de lenguas]]></kwd>
<kwd lng="es"><![CDATA[método de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza audiovisual]]></kwd>
<kwd lng="es"><![CDATA[educación primaria.]]></kwd>
<kwd lng="pt"><![CDATA[Expressão oral]]></kwd>
<kwd lng="pt"><![CDATA[ensino de segunda língua]]></kwd>
<kwd lng="pt"><![CDATA[instrução de idiomas]]></kwd>
<kwd lng="pt"><![CDATA[método de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino audiovisual]]></kwd>
<kwd lng="pt"><![CDATA[educação primária.]]></kwd>
</kwd-group>
</article-meta>
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