Abstract
This study recorded the content of dubbing drills to investigate their educational effects in eight Taiwanese university students of Japanese with L2 language levels ranging from beginner to intermediate. To measure the educational effects of dubbing, students were instructed to comment freely on its impact on learning, changes in their desire to learn, and the advantages and challenges of dubbing. The results indicate improved pronunciation and intonation as well as increased desire to learn, but also that subjects had difficulty communicating emotion when expressing themselves in Japanese.
