[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-244504-105":53,"doc-detail-244504-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","subtitle-based-interactive-exercises-thomas-plagwitz","Subtitle-based Interactive Exercises - Thomas Plagwitz","","Explores how subtitle-based resources can be transformed into interactive language-learning exercises integrated with film materials. Argues that relying only on audio-visual channels neglects the text channel and that translation subtitles provide limited pedagogical value beyond early instruction. Proposes MS-Word-based workflows that automate lower-level teacher tasks through template-driven activities, supporting both self-access/homework and face-to-face class formats, with further consideration of technical limits and teacher training needs.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/subtitle-based-interactive-exercises-thomas-plagwitz/244504/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/subtitle-based-interactive-exercises-thomas-plagwitz/244504.png","ImageObject",442,249,{"name":88,"@type":89},"Evangeline","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"Why should the text channel be included in multimedia language teaching?","Question",{"text":109,"@type":110},"The document argues that focusing mainly on visual information and video shifts learning away from verbal/argument understanding. 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While audio-visual materials add valuable channels to instruction, for true multim","cbCaimJkvE93Crpf","https://ap.wps.com/l/cbCaimJkvE93Crpf","pdf",2982569,24,"English","# 1 Introduction\n## 1.1 Pedagogical Need\n# 2 Scope: still focussing on automation = relief of lower-level tasks\n# 3 How the verbal exercises work in tandem with the film itself = More of a life cycle of a weekly class\n## 3.1 Template-based exercises for self-access/homework\n## 3.2 Face to face class\n## 3.3 Business Case\n# 4 Procedure\n# 5 technical limitations\n## 5.1 Back office\n## 5.2 Teacher training\n# 6 Outlook\n# 7 Appendix\n# 8 References","[{\"question\":\"Why should the text channel be included in multimedia language teaching?\",\"answer\":\"The document argues that focusing mainly on visual information and video shifts learning away from verbal/argument understanding. It emphasizes not neglecting the text channel to counterbalance this imbalance.\"},{\"question\":\"What does the proposal aim to achieve with subtitle-based materials?\",\"answer\":\"It aims to create interactive exercises that better support comprehension and learning across proficiency levels. It also restructures film content into question types and summaries suitable for language learners.\"},{\"question\":\"How are the exercises delivered across different learning situations?\",\"answer\":\"The workflow supports template-based exercises for self-access/homework and face-to-face class activities. It includes examples of quiz, higher-level comprehension tasks, and collaborative timeline or plot-summary templates.\"}]","Subtitle-based Interactive Exercises - Thomas Plagwitz | PDF",1789218052]