Primary English as a foreign language learners' reception of a subtitling activity based on an artificial intelligence-generated «anime»
DOI:
https://doi.org/10.51302/tce.2026.25155Keywords:
language learning, artificial intelligence (AI), educational technology, subtitling, grammar competence, pedagogical translation, English as a foreign language (EFL), primary educationAbstract
This exploratory study investigates the reception and perceived usefulness of a subtitling activity based on an artificial intelligence (AI)-generated «anime» video in the context of English as a foreign language (EFL) learning in four fifth-grade primary EFL classrooms in two Spanish state schools in Spain. A short original anime episode was created using generative AI tools, with a narrative designed to provide contextualised practice of key grammatical structures previously addressed in class, namely the verb to be, have got, frequency adverbs, and the present continuous. A total of 72 pupils aged 10-11 watched the video and completed an individual subtitling translation task using the free SubpandaTM tool. They were provided with an SRT (SubRip subtitle) template in English and were asked to translate each segment into Spanish. Afterwards, all participants completed a short questionnaire consisting of the «Smileyometer», «Again-Again», and one item on perceived usefulness for grammar learning, while a subsample of six voluntary learners took part in a focus group. Results revealed high levels of enjoyment, engagement, and willingness to repeat the activity. Learners also reported that the activity was helpful for understanding grammar in context and for reflecting on language use. Overall, this study offers a preliminary proposal for integrating AI-generated narrative media and pedagogical translation into Primary EFL subtitling tasks.
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