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

Olga, Stognieva

doi:10.18823/asiatefl.2020.17.4.23.1468

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…The pooled effect size of 1.521 is considered significant (Plonsky & Oswald, 2014), indicating that students who used TED Talks scored substantially higher on speaking measures than control groups. This result corroborates previous individual studies (Alghmadi, 2024;Aprilia, 2022;Bedaiwy, 2022;Nawaz et al, 2021;Sailun & Idayani, 2018;Salem, 2019;Stognieva, 2020;Tilwani et al, 2022) that reported significant speaking gains with TED Talk integration. However, the high degree of heterogeneity observed (I2 = 97.5%) suggests that the effectiveness of TED Talks varied considerably across the different studies included in the analysis.…”

Section: Discussionsupporting

confidence: 91%

“…The results of those studies showed that the use of TED Talks significantly affected students' speaking skills (Alghmadi, 2024;Aprilia, 2022;Bedaiwy, 2022;Jin, 2023;M. Liu, 2021;Mıcık & Rızaoğlu, 2024;Nawaz et al, 2021;Sailun & Idayani, 2018;Salem, 2019;Stognieva, 2020;Tilwani et al, 2022). Nonetheless, the results of previous studies need to be re-reviewed to obtain comprehensive understandings and accurate conclusions.…”

Section: Introductionmentioning

confidence: 99%

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Effect of TED Talks on University Students' Speaking Skill Competency: A Meta-Analysis

Patty

2024

Int. J. Multidiscipline. Approach. Res. Sci.

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This meta-analysis investigated the effectiveness of using TED Talks to improve speaking skills among university students. A comprehensive literature search identified 16 relevant experimental studies that compared speaking outcomes between groups using TED Talks and control groups. Results revealed an overall large, statistically significant positive effect (g = 1.521, p < 0.001), indicating that students who utilized TED Talks scored substantially higher on speaking measures than control groups. However, a high degree of heterogeneity (I2 = 97.5%) suggested variability in effectiveness across studies. When examined by country, substantial positive effects were found for Egypt (g = 5.579) and Saudi Arabia (g = 1.955), with high positive impacts in Indonesia (g = 0.889), Pakistan (g = 1.188), and Russia (g = 1.138). More modest gains around 0.3-0.7 standard deviations emerged for South Korea and Turkey, while China showed a negligible effect (g = 0.072). Despite some individual null/negative findings, this meta-analysis provides robust evidence that integrating TED Talks can substantially enhance university students' speaking proficiency, particularly in particular national contexts. Potential moderators influencing effectiveness and recommendations for optimizing TED Talk implementation are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Effect of TED Talks on University Students' Speaking Skill Competency: A Meta-Analysis

Patty

2024

Int. J. Multidiscipline. Approach. Res. Sci.

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“…Learning a language represents a challenging and complex process of mastering language systems and skills (Brković, Kardum, & Togonal, 2021;Hundarenko, 2019;Kapranov, 2019;Mulyadi, Arifani, Wijayantingsih & Budiastuti, 2020;Sides & Cuevas 2020;Stognieva, 2020;Štubňa, 2019). Undeniably, language teachers occupy a substantial role in delivering success to language teaching environments (Başal, 2014;Tuncel & Çobanoğlu, 2018).…”

Section: Introductionmentioning

confidence: 99%

Male and Female University Students’ Perceptions of an Effective EFL Teacher

Metruk¹

2021

INT J INSTRUCTION

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Examining and understanding the concept of effective language instruction is of major significance as regards the process of teaching and learning foreign languages. This study attempts to investigate the differences in the male and female EFL (English as a foreign language) students' perceptions of effective language teachers. The convenient sampling technique, followed by the stratified sampling, was applied to gather the data from 25 males and 58 females (n=83). First, ten highest-mean and ten lowest-mean items were analysed to investigate the most important and the least important qualities of an effective language teacher. Afterwards, 57 independent-sample t-tests were carried out in order to find and recognize the potential differences between the particular questionnaire items as perceived by the male and female participants. The research outcomes demonstrate that the differences between the perception of the highest-mean and lowest-mean items are not considerable between the two sexes despite some detected variances. Furthermore, the statistically significant differences (p ≤ 0.05) were observed in only 9 cases out of the 57 items, which means that overall, the differences are not substantial, and the male and female students generally tend to agree on the characteristics of an effective language teacher.

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“…Sometimes professional textbooks are prepared internationally, so they do not cover local context and are not personalized to the ESP classes being taught [17]. Not only that, since course books may take several years to be published, content can be out-of-date by the time they are published or even before they are published [18].…”

Section: Teaching Materialsmentioning

confidence: 99%

“…Teachers explain the use of emails without the textbooks. One of the disadvantages of using a textbook is that it can be outdated after several years of use [18]. While in the SG group, some teachers still use old textbooks along with modern textbooks and authentic material.…”

Section: A Students' Perception On Need Analysis Andmentioning

confidence: 99%

Student Perception of ESP Teachers’ Performance at Indonesian State Polytechnics

Sofa¹,

Mariam²,

Saputro³

2022

Proceedings of the International Conference on Applied Science and Technology on Social Science 2022 (iCAST-SS 2022)

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There are two divisions of ESP (English for Specific Purposes) teachers at the early established state Polytechnics throughout Indonesia: first and secondgeneration teachers. The first generation participated in the Polytechnic Education Development Centre (PEDC) from 1987-1994, and the second generation of ESP teachers never participated in this training program. There hasn't been any investigation into the performance of these two groups of teachers to identify the impact of the PEDC training on their performance. Therefore, this research aims to find out student perceptions of both generations of ESP teachers' performance during teaching and learning activities. The researcher used a descriptive qualitative approach to answer the research questions. A number of students were involved and the data was collected through mixed questionnaires. The results showed that both generations have their own strengths compared to the other in different categories including need analysis, teaching method, teaching material, teaching media, and assessment.

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

Cited by 4 publications

References 13 publications

Effect of TED Talks on University Students' Speaking Skill Competency: A Meta-Analysis

Effect of TED Talks on University Students' Speaking Skill Competency: A Meta-Analysis

Male and Female University Students’ Perceptions of an Effective EFL Teacher

Student Perception of ESP Teachers’ Performance at Indonesian State Polytechnics

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