To Speak Like a TED Speaker—A Case Study of TED Motivated English Public Speaking Study in EFL Teaching

Ying-xia, LI; Gao, Ying; Zhang, Dongyu

doi:10.5539/hes.v6n1p53

Cited by 27 publications

(24 citation statements)

References 1 publication

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“…Ted is a private, non-profit organization founded for spreading valuable ideas (Broadaway, 2012). It has become the most popular venue for sharing innovative and engaging topics that have exceeded its original three fields of Technology, Entertainment, and Design (Broadaway, 2012;Hashimoto, Fukuda, & Okazaki, 2015;Li et al, 2016). Ted website is a valuable teaching tool.…”

Section: 4youtube and Ted Talksmentioning

confidence: 99%

“…Listening to Ted Talks also activates and promotes students' critical analysis. They listen critically in order to distinguish between facts and opinions, judge the validity of the evidences, analyze the whole content and decide to what extent they agree with the speaker (Li et al, 2016). Based on their scaffolding efficiency, further studies are recommended to investigate the effect of Ted Talk videos on students' achievements other than the listening and public speaking skills (Li et al, 2016).…”

Section: 4youtube and Ted Talksmentioning

confidence: 99%

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TED Talks: An Approach for Activating the World Knowledge Schema of EFL Writers

Harb¹

2018

IJLL

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The lack of reading culture among our youth today, especially in the Arab world, has greatly limited their ideas and affected the quality of their writing. Due to their underdeveloped world-knowledge schema, they lack creativity, struggle with the brainstorming step or even skip it, and, consequently, produce essays that lack sufficient content and maturity of ideas. Hence, not only is activation of prior knowledge required but also the amount of activation is to be considered. Accordingly, the purpose of the study was to investigate the utility of short Ted Talk videos as a motivating tool that activates enough prior knowledge within a short time. The participants were 21 Lebanese undergraduates in the sophomore writing class. A mixed-method design was adopted. Data analysis revealed the effectiveness of the approach in helping students overcome the challenge of brainstorming and outlining, expand their content, show deep thinking, and feel more confident about writing.

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Section: 4youtube and Ted Talksmentioning

confidence: 99%

Section: 4youtube and Ted Talksmentioning

confidence: 99%

TED Talks: An Approach for Activating the World Knowledge Schema of EFL Writers

Harb¹

2018

IJLL

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“…Ketam suggested that from watching the videos, students "can improve [their] pronunciation and how to get the audience attention also". Similar to Li et al (2016), TED videos showed positive impact on gestural abilities. Some students such as Yvette and Cindy expressed that the videos offered them models of physical actions and postures to emulate.…”

Section: Evidence Of Scaffolded Learning With Mediation Videosmentioning

confidence: 69%

“…For the research, models of good presentations were also provided to encourage students to closely study reputable models (Hayward 2017) such as observing TED (Technology, Entertainment, and Design) presenters (Li, Gao & Zhang 2016). These models provided students with structured input that demonstrates how to support their content more convincingly and attract audience attention (Leopold 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Responsive Pedagogical Initiative for Multimodal Oral Presentation Skills: An Action Research Study

Lee

Azman

Noor

2018

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Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21 st century communication realities. This paper elucidates the application of a pedagogical initiative for multimodal oral presentations skills, informed by the Sociocultural Theory of Learning created by Vygotsky (1978), and the Pedagogy of Multiliteracies introduced by the New London Group (1996) and further developed by Cope and Kalantzis (2009). This initiative was experienced by 20 students through the action-reflection cycle methodology and was implemented for 13 weeks in a tertiary ESL classroom. Preliminary findings based on focus group interviews indicated that the initiative left a clear positive impact on student abilities in various multimodal components of oral presentation skills. Furthermore, the initiative positively affected students' learning experience and raised their self-awareness of themselves as presenters. The findings also suggested that techniques employed in the initiative such as videos, feedback, collaborative learning and Web 2.0 could scaffold the students' development of multimodal oral presentation skills. Based on these findings, significant implications for teaching oral presentation skills systematically are offered to be referred by ESL practitioners and researchers; in particular, the proposed multimodal oral presentations skills model as a multiliteracies pedagogy and the potential use of web 2.0 tools in promoting collaborative learning and creation of creative content by the learners.

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“…Videos have proved to be meaningful items for students' learning. Li, Gao, and Zhang (2016) suggest that "students do not only retell what they have heard from the video, but also integrate their own idea to create their own speech" (p. 56). From this perspective, students are able to become creative language users since they start to incorporate features from the videos into their conversations and interactions.…”

Section: Video-mediated Listeningmentioning

confidence: 99%

Video-Mediated Listening and Multiliteracies

Rivas¹,

Cardozo

2018

Colomb. appl. linguist. j

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Multiliteracies is an innovative approach that helps understanding learning and teaching processes in current times. Besides, how these processes take place in new societies, regarding multiplicity and diversity in changing contexts, situations, meaning sources and discourses. Based on the need to explore the incidence of multiliteracies in EFL education, this study presents the ways in which video-mediated listening activities contribute to the construction of new meanings in an EFL setting. This qualitative action research was carried out at a private school of Rivera, Huila with 11th grade students. Pedagogical interventions involved all students (16), nonetheless convenience sampling was used to narrow research data to six participants. The goal was to analyze how the construction of meaning was developed through the implementation of video-mediated listening activities under a multiliteracies approach. Data were collected through field notes, pupil diaries, interviews and students’ artifacts obtained from class implementations. The findings show that students established interactions with different sources of information provided by the videos that enabled them to create and disclose new meanings derived from their transformed interpretations. The results also shed light on how video-mediated listening activities foster students’ understandings of their own learning processes. Keywords: Video-mediated listening, meaning-making process, multiliteracies, EFL learning.

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To Speak Like a TED Speaker—A Case Study of TED Motivated English Public Speaking Study in EFL Teaching

Cited by 27 publications

References 1 publication

TED Talks: An Approach for Activating the World Knowledge Schema of EFL Writers

TED Talks: An Approach for Activating the World Knowledge Schema of EFL Writers

A Responsive Pedagogical Initiative for Multimodal Oral Presentation Skills: An Action Research Study

Video-Mediated Listening and Multiliteracies

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