This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.

中文翻译：

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探索协作反向字幕以增强英语作为第二语言的书面制作活动

本文探讨了协作反向字幕作为一项活动对促进英语作为第二语言的写作技能的影响。对历史上翻译在第二语言学习中的作用的利弊以及信息和通信技术在此过程中的作用进行了初步分析，并特别关注了最近关于以教学形式使用视听翻译的举措字幕，以及迄今为止获得的其功效的证据。随后，描述了一个已完成的研究项目，该项目旨在通过协作反向字幕促进远程学习大学生的第二语言学习。具体来说，该项目旨在探索引导字幕活动对发展书面制作技能的潜力，以及合作开展此类活动的动力，以便深入了解社会、认知、元认知和转移机制在集体学习中激活。最后，我们反思需要通过进一步的研究和课堂使用，积累关于结合个人和集体工作的多模态翻译场景的证据，以发展交际语言能力，以巩固和完善这些发现。