Reflections on TED Talks Using on Improving Listening and Speaking Skills in EFL University Classrooms
Article Sidebar
Main Article Content
บทคัดย่อ
This study aimed to investigate perspectives considered important by EFL lecturers using TED Talks to improve English listening and speaking skills in the classrooms and to explore the students’ perceptions towards their oral communication skills development and TED Talk videos. Based on the research background and rationale, there were two main questions: 1) What perspectives are considered important by EFL lecturers when choosing TED Talks as a strategy to enhance English listening and speaking skills in the classroom? 2) How do the students perceive their oral communication skills development and TED Talks? The research tools were a questionnaire and an interview. The respondents of this study were 23 second-year students and 5 English lecturers at the Rajamangala University of Technology Lanna Tak. The results showed that the lecturers considered TED Talks to provide a variety of English accents, diverse and interesting topics from different attractive speakers around the world, and a plethora of issues or contents corresponded with those topics and contents specified by the framework subject objectives of the curriculum. Whereas most students had positive attitudes towards the videos since they reflected that TED Talks can improve their listening comprehension and speaking skills after learning from the TED Talks, helping them master their pronunciation. Moreover, students reflected that the TED Talks, combined with interactive learning activities in Keynote 2A and support from helpful classroom facilitators, were highly effective in promoting engagement, motivation, and enjoyment.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ต ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรง ซึ่งกองบรรณาธิการวารสารฯ ไม่จำเป็นต้องเห็นด้วยหรือร่วมรับผิดชอบใด ๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ต ถือเป็นลิขสิทธิ์ของวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ต หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อหรือเพื่อกระทำการใด ๆ จะต้องได้รับอนุญาตเป็นลายลักษณ์อักษรจากวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ตก่อนเท่านั้น
เอกสารอ้างอิง
Ahluwalia, G. (2018). Students’ perceptions on the use of TED talks for English language learning. Language in India, 18(12), 80–86.
Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). PHI Learning Private Ltd.
Brunfaut, T., & Révész, A. (2015). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141–168. https://doi.org/10.1002/tesq.168
Choirunnisa, M. R., & Sari, F. M. (2021). TED talks use in speaking class for undergraduate students. Jambura Journal of English Teaching and Literature, 2(1), 35–40. https://doi.org/10.37905/jetl.v2i1.7319
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. https://doi.org/10.1007/BF02310555
DaVia, R. L. (2012). Using TED Talks to inspire thoughtful practice. The Teacher Educator, 47(4), 261–267. https://doi.org/10.1080/08878730.2012.713303
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learners’ speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177–186.
Gibson, J. J. (1966). The problem of temporal order in stimulation and perception. The Journal of Psychology, 62(2), 141–149.
Gkonou, C., Mercer, S., & Daubney, M. (2018). Teacher perspectives on language learning psychology. The Language Learning Journal, 46(4), 501–513.
Heriansya, F., Dalle, M. B., & Ma’ruf, A. (2021). The use of self-regulated learning method to develop students’ speaking ability. English Language Teaching Methodology, 1(1), 9–17.
Kozińska, K. (2021). TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students. Neofilolog, 56(2), 201–221.
Kusumastuty, P. E., Mulyono, H., & Ekawati, A. D. (2019). Student’s perceptions of using TED Talks to improve EFL speaking skill. In UICELL Conference Proceedings (pp. 1–14).
Latha, A. (2018). Importance of listening skills over other skills. International Journal of Advanced Engineering and Research Development, 5(02), 1–4.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575.
Lee, A. H., & Lyster, R. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38(1), 35–64.
Lhamo, T. (2021). The use of TED talk videos to improve ESL speaking skills of Bhutanese sixth-graders [Doctoral dissertation, Rangsit University].
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1–55.
National Geographic Learning. (2017). Teacher’s and student book 2. National Geographic Learning.
Renukadevi, D. (2014). The role of listening in language acquisition: The challenges and strategies in teaching listening. International Journal of Education and Information Studies, 4(1), 59–63.
Sahrawi, S. (2017). Students’ and teacher’s perception of task-based language teaching and the implementation in listening class. Journal Pendidikan Bahasa, 6(2), 169–178.
Sakulprasertsri, K. (2020). Teachers' integration of multimodality into 21st century EFL classrooms in Thailand: Practice and perception. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 225–242.
Samaranayake, S. (2023). Can TED Talks help improve undergraduate non-English major Thai EFL students' listening and speaking competencies? Journal of Social Sciences and Humanities Research in Asia, 29(1), 35–53.
Schmidt-Crawford, D., Thompson, A. D., & Lindstrom, D. (2016). TECH Talks: Inspiring informal learning. Journal of Digital Learning in Teacher Education, 32(3), 83–84.
Sukrutrit, P. (2025). Upgrading English public speaking skills in Thai EFL students through imitating TED Talks videos. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 673–699.
Syafrizal, S., Cahyaningrum, N. S., & Syamsun, T. R. (2022). Duo Lingo application for teaching speaking skills class: Students' perception of speech ability. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1041–1049.
Tran, N. K. C., & Nguyen, T. T. H. (2024). The use of TED Talks to enhance EFL students’ public speaking skills: English-majored seniors’ practices and perceptions. International Journal of Language Instruction, 3(1), 66–90.
Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390–416.
Wagner, E., & Toth, P. D. (2014). Teaching and testing L2 Spanish listening using scripted vs. unscripted texts. Foreign Language Annals, 47(3), 404–422.
Winn, W. (2013). Cognitive perspectives in psychology. In Handbook of research on educational communications and technology (pp. 90–123). Routledge.
Wu, C.-P. (2020). Implementing TED Talks as authentic videos to improve Taiwanese students' listening comprehension in English language learning. Arab World English Journal (6), 24–37. https://doi.org/10.24093/awej/call6.2
