Investigating student choices in performing higher-level comprehension tasks using TED

Bianchi, Francesca; Marenzi, Ivana

doi:10.14705/rpnet.2016.eurocall2016.536

Cited by 7 publications

(8 citation statements)

References 4 publications

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“…This study investigated the effects of integrating TED talks into a pre-service Business English course on university students' listening, reading, writing and speaking skills. The findings indicated significant differences between the experimental and control groups due to the integration of TED talks, which is consistent with prior research on specific skills: listening (Abdulrahman, 2017;Floyd & Jeschull, 2012;Ishinuki, 2014;Park & Cha, 2013;Seung, 2014;Rudneva et al, 2019;Takaesu, 2017;Wingrove, 2017), speaking (Chang & Huang, 2015;Leopold, 2016), reading (Bianchi & Marenzi, 2016;Metruk, 2018) and writing (Hashimoto et al 2015;Wagner, 2011). The present study has shown that TED talks can enhance exposure to Business English and develop and integrate the four skills.…”

Section: Discussionsupporting

confidence: 87%

“…That means that TED Talks could be effectively used for higher intermediate and advanced English learners. Bianchi and Marenzi (2016) illustrated the use of TED talks for teaching discourse comprehension integrated in a module on consecutive interpreting for MA students studying English as their main foreign language. Metruk (2018) found that watching the videos with English subtitles (rather than L1 subtitles) could lead to improved reading comprehension.…”

Section: Ted Talks As a Teaching Toolmentioning

confidence: 99%

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Exploring the Potential of TED Talks for Teaching Business English to University Students

Olga

2020

The Journal of AsiaTEFL

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Section: Discussionsupporting

confidence: 87%

Section: Ted Talks As a Teaching Toolmentioning

confidence: 99%

Exploring the Potential of TED Talks for Teaching Business English to University Students

Olga

2020

The Journal of AsiaTEFL

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“…TED talks proved to be an effective tool for developing language skills: listening skills (e.g. Abdulrahman, 2016; Takaesu, 2013), oral presentation skills (Li, Gao, & Zhang, 2016;Kusuma, 2017;Aleles & Hall, 2016), vocabulary uptake and retention (Nguyen & Boers, 2019), and triggering motivation (Li, Gao, Zhang, 2016;Wang, 2018;Ahluwalia, 2018;Bianchi & Marenzi, 2016). Therefore, this study tries to make use of TED talks as a proposed ICT tool in an endeavor to support business majors to give outstanding presentations, it also hoped to use such a tool to increase learners' ability to retrieve vocabulary they learnt in TED conferences for future use whether in their presentations or in other linguistic contexts.…”

Section: Importance Of the Problemmentioning

confidence: 99%

A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings

Salem¹

2019

ELT

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This study explores the impact of using TED Talks on improving oral presentation skills of Business English students and vocabulary uptake/retention. It also assesses the impact of improving such hard cognitive skills on increasing Business majors’ speaking anxiety level. Sequential explanatory mixed method was used, which includes both quantitative and qualitative data collection and analyses. Business students’ oral presentation skills were assessed through Oral Presentation Skills Sheet (OPSS), vocabulary retention was assessed through Vocabulary Uptake/Retention Test (VURT), and speaking anxiety level was assessed through Personal Report of Public Speaking Anxiety (PRPSA) (Mörtberg, Jansson-Fröjmark, Pettersson, & Hennlid-Oredsson, 2018). Participants in the study consist 49 students, who were divided into two groups; experimental group consisting of 24 students, and control group that includes 25 Business English majors. Findings of the study revealed that oral presentation skills and vocabulary uptake/retention levels were improved due to the use of TED talks as an ICT tool. Also, it was revealed that Business majors in the experimental group are more enthusiastic, energetic and motivated to give killer presentations as they became more confident and free of anxiety and tension.

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“…Abdulrahman, Basalama & Widodo (2018) and Takaesu (2013) noted videos as an effective tool for language skill development, while Zhang, Gao, Zhang, & Jia (2016) and Kusuma (2017) notes its benefits for oral presentation skills. Most studies also confirm its benefits for stimulating language learning motivation among the students (Li, Gao & Zhang, 2016;Wang, 2018;Ahluwalia, 2018;Bianchi & Marenzi, 2016). Comi, Argentin, Gui Origo & Pagani (2017) demonstrate that videos help improve student's achievement ratio as well as educational quality, whereas, Montero Perez, Peters & Desmet (2018) note its effectiveness for improved vocabulary acquisition.…”

Section: Introductionmentioning

confidence: 96%

Using Pedagogic Video to Enhance English for Specific Purposes Teaching Program (ESP) for Saudi University Students: A New Prospective Approach

Alhaj¹,

Albahiri²

2020

AWEJ

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The optimized use of authentic videos is integral in language classrooms. However, the research concerning the use of videos for developing audiovisual reception, four language skills, and vocabulary are found to be lacking. This study, therefore, reviews the developments related to the use of video in English for Specific Purposes (ESP). The main question of this study is: how does the pedagogic video contribute to improving English learner's language skills? This study is beneficial for university teachers who teach content courses to Saudi students using specialized online video courses, science animations, presentations, and online video lectures. The review suggests that teachers must engage in continuous proficiency development as well as selfdiscovery for overcoming the challenges that impair their learning and development. The use of videos is important as it can increase students' retention ability, through visual support and comprehension of the spoken discourse. ESP should not be regarded as an important aid to the teaching, rather it should be used as a component of an integrated skills package. Based on the findings, it has been reviewed that there is a need to integrate a collaborative strategy for teaching that assists in overcoming the learning issues based on the ESP course teaching. Teachers can monitor their speech to ensure a logical flow in the overall ESP content and its viable presentation.

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Investigating student choices in performing higher-level comprehension tasks using TED

Cited by 7 publications

References 4 publications

Exploring the Potential of TED Talks for Teaching Business English to University Students

Exploring the Potential of TED Talks for Teaching Business English to University Students

A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings

Using Pedagogic Video to Enhance English for Specific Purposes Teaching Program (ESP) for Saudi University Students: A New Prospective Approach

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