Teaching Business English with TED Talks: Putting Ideas into Practice

Olga, Stognieva

doi:10.17323/jle.2019.7995

Cited by 9 publications

(4 citation statements)

References 13 publications

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“…Learning a foreign language is undoubtedly a complex process as one has to master both language skills and systems (Hundarenko, 2019;Hojatpanah & Dashtestani, 2020;Kapranov, 2020;Lacková, 2019;Leláková & Šavelová, 2020;Putrawan, 2019;Stognieva, 2019;Todaka, 2020) in order to become an effective language user. Moreover, language conveys knowledge as well as cultural data and it mirrors the important and specific thoughts of individuals (Namaziandost, Sabzevari & Hashemifardnia, 2018).…”

Section: Introductionmentioning

confidence: 99%

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Metruk

2020

JLE

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A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

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Section: Introductionmentioning

confidence: 99%

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Metruk

2020

JLE

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“…Notably, while the overall effect and most country-level effects were positive, some individual studies still found negligible or negative impacts of TED Talks on speaking skills (Mıcık & Rızaoğlu, 2024;Salem, 2019). These findings underscore the importance of carefully considering learner needs, proficiency levels, and instructional design when integrating TED Talks into language classrooms (Aziz & Ngadiron, 2019;Hidayati & Suharyadi, 2023;Stognieva, 2019).…”

Section: Discussionmentioning

confidence: 98%

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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“…In another Spanish context, Rodríguez- Arancón and Calle-Martínez(2014) study the multi-person collaborative writing system to improve various business English qualities and skills [ 7 ]. In Russia, Stognieva (2019) uses various TED speech resources in business English teaching to enhance learners' English levels, professional qualities and understanding about business practices around the world [ 8 ]. In the United Arab Emirates, Albers, Vences and Nickerson (2020) in their study improve pre-experience business English learners’ electronic communication skills (i.e.…”

Section: Literature Reviewmentioning

confidence: 99%

Using business negotiation simulation with China's English-major undergraduates for practice ability development

Xie

2023

Heliyon

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Teaching Business English with TED Talks: Putting Ideas into Practice

Cited by 9 publications

References 13 publications

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

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

Using business negotiation simulation with China's English-major undergraduates for practice ability development

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