VOCAL
Talaván, N., & Tinedo-Rodríguez, A. J. (2022). E-assessment in the TRADILEX project. En Designing Online Assessment Solutions that are rigorous, trusted, flexible and scalable (págs. 87-90). European Association of Distance Teaching Universities (EADTU).
AUDIOSUB PROJECT
Talaván, N., Lertola, J. & Ibáñez, A. (2022). Audio description and subtitling for the deaf and hard of hearing Media accessibility in foreign language learning. Translation and Translanguaging in Multilingual Contexts. https://doi.org/https://doi.org/10.1075/ttmc.00082.tal
CREATE PROJECT
Talaván, N. (2019). Creative audiovisual translation applied to foreign language education: a preliminary approach. JAT: Journal of Audiovisual Translation, 2(1), 53-74. https://www.jatjournal.org/index.php/jat/article/view/57
SUBLITE PROJECT
Talaván, N. (2019). Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class. International Journal of English Studies, 19(1), 21–40. https://doi.org/10.6018/ijes.338671
VICTOR PROJECT
Talaván, N & Rodríguez-Arancón, P. (2018). Voice-over to improve oral production skills. In J. D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–236). Valencia: PUV, Publicacions Universitat de València.
SONAR PROJECT
Talaván, N. & Ávila-Cabrera, J.J. (2021). Creating collaborative subtitling communities to increase access to audiovisual materials in academia, The Interpreter and Translator Trainer. https://doi.org/10.1080/1750399X.2021.1880305.
Otras publicaciones de miembros de ARENA
Lertola, J. (2021). Towards the integration of audiovisual translation in the teaching of English as a Foreign Language (EFL) in higher education. Bulletin suisse de linguistique appliquée, 114, 151-168.
Fernández-Costales, A. (2021). Audiovisual translation in primary education. Students’ perceptions of the didactic possibilities of subtitling and dubbing in foreign language learning. Meta, 66(2), 280-300. https://www.erudit.org/en/journals/meta/2021-v66-n2-meta06514/1083179ar/. DOI: https://doi.org/10.7202/1083179ar
Talaván, N., y Lertola, J. (2022). Audiovisual translation as a didactic resource in foreign language education. A methodological proposal. Encuentro: Revista de Investigación e Innovación En La Clase de Idiomas, 30, 23-39. http://www3.uah.es/encuentrojournal/index.php/encuentro/article/view/66
Ávila-Cabrera, J.J. (2022). Improving oral production skills in the Business English class through creative dubbing. ESP Today. Journal of English for Specific Purposes at Tertiary Level 10(1), 99-122. https://doi.org/10.18485/esptoday.2022.10.1.5
Ávila-Cabrera, J.J. (2021). Reverse subtitling in the ESP class to improve written skills in English: addressing international students’ needs. Journal of Audiovisual Translation 4, 1, pp. 27-49. https://doi.org/10.47476/jat.v4i1.2021.22
Ávila-Cabrera, J.J. & Corral Esteban, A. (2021). The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills. English for Specific Purposes, 63, pp. 33-44. https://doi.org/10.1016/j.esp.2021.02.004
Ávila-Cabrera, J.J. & Rodríguez-Arancón, P. (2021). The use of active subtitling activities for students of Tourism in order to improve their English writing production. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos 41, 155-180. http://www.aelfe.org/documents/41_07_IBERICA.pdf
Ávila-Cabrera, J.J. (2018). “TeenTitles. Implementation of a Methodology Based on Teenage subTitles to Improve Written Skills”. In John D. Sanderson & Carla Botella-Tejera (eds.). Focusing on Audiovisual Translation Research. Valencia: PUV, pp. 19-40.
Fernández-Costales, A. (2021). Subtitling and Dubbing as Teaching Resources in CLIL in Primary Education: The Teachers’ Perspective. Porta Linguarum, 36, 175-192. https://revistaseug.ugr.es/index.php/portalin/article/view/16228
Fernández-Costales, A. (2018). On the reception of mobile content: New challenges in audiovisual translation research. In Elena Di Giovanni & Yves Gambier (Eds.), Reception Studies and Audiovisual Translation, pp. 297–320.
Fernández-Costales, A. (2017). Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation. In María Elena Gómez Parra & Richard Johnstone (eds), Educación bilingüe: tendencias educativas y conceptos claves = Bilingual Educational: Trends and Key Concepts. Madrid: Ministerio de Educación, pp. 185–196.
Incalcaterra McLoughlin, L., Lertola, J. & Talaván, N. (2020). Audiovisual Translation in Applied Linguistics. Educational perspectives. John Benjamins.
Lertola, J. (2019). Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages. Dublin: Research-publishing.net.
Lertola, J. (2019). Second Language Vocabulary Learning through Subtitling. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 32(2), 486-514.
Lertola, J. (2018). From Translation to Audiovisual Translation in Foreign Language Learning. TRANS, 22,185–202.
Lertola, J. & Mariotti, C. (2017). Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian ESL Learners. The Journal of Specialised Translation, 28, 103–121.
Talaván, N. (2021). Las voces superpuestas: Fundamentos y aplicaciones didácticas. In C. Botella & B. Agulló (Eds.), Mujeres en la traducción audiovisual. Perspectivas desde el mundo académico y profesional (pp. 69–90). Sindéresis.
Talaván, N. (2020). The Didactic Value of AVT in Foreign Language Education. In L. Bogucki & M. Deckert (Eds.), The Palgrave Handbook of Audiovisual Translation and Media Accessibility, (pp. 567–592). Palgrave Macmillan.
Talaván, N. & Ávila-Cabrera, J.J. (2021). Creating collaborative subtitling communities to increase access to audiovisual materials in academia, The Interpreter and Translator Trainer. https://doi.org/10.1080/1750399X.2021.1880305.
Talaván, N. & Ávila-Cabrera, J.J. (2017). Social Subtitling: Providing the university community with accessible videos. In David Orrego-Carmona and Yvonne Lee (eds). Non-Professional Subtitling. Newcastle upon Tyne: Cambridge Scholars, pp. 287–303.
Talaván, N. & Costal, T. (2017). iDub – The Potential of Intralingual Dubbing in Foreign Language Learning: How to Assess the Task. Language Value, 9(1), 62–88.
Talaván, N. & Ávila-Cabrera, J.J. (2016). Collaborative Networks to Provide Media Accessibility: The Potential of Social Subtitling. Porta Linguarum. Monográfico I, pp. 125–138.
Talaván, N, Ibáñez, A. & Bárcena, E. (2016). Exploring Collaborative Reverse Subtitling for the Enhancement of Written Production Activities in English as a Second Language. ReCALL, 29(1), 39–58.
Talaván, N. & Lertola, J. (2016). Active Audiodescription to Promote Speaking Skills in Online Environments. Sintagma, 28, 59–74.
Talaván, N., Lertola, J. & Costal, T. (2016). iCap: Intralingual Captioning for Writing and Vocabulary Enhancement. Alicante Journal of English Studies, 29, 229–247.
Talaván, Noa & Ávila-Cabrera, J.J. (2015). Audiovisual reception and MALL: adapting technology to real needs. Porta Linguarum, 24, 33–46.
Talaván, N. & Ávila-Cabrera, J.J. (2015). First Insights into the combination of dubbing and subtitling as L2 didactic tools. In Yves Gambier, Annamaria Caimi & Cristina Mariotti (eds). Subtitles and Language Learning. Bern: Peter Lang, pp. 149–172
Talaván, N. & Rodríguez-Arancón, P. (2014). The Use of Interlingual Subtitling to Improve Listening Comprehension Skills in Advanced EFL Students. In Beatrice Garzelli & Michela Baldo (eds). Subtitling and Intercultural Communication. European Languages and Beyond. Pisa: InterLinguistica ETS, pp. 273–288.
Talaván, N. & Rodríguez-Arancón, P. (2014). The Use of Reverse Subtitling as an Online Collaborative Language Learning Tool. The Interpreter and Translator Trainer, 8(1), 84–101.
