INTRODUCTION
Rationale
Extensive listening (EL) serves as an effective strategy to address the challenges students face in improving their listening comprehension skills According to Rixon (1986), it is essential to encourage students to engage in listening activities outside the classroom through two key approaches: by exercising their listening skills and by listening for enjoyment This approach fosters "spontaneous listening for pure pleasure," positioning EL as a valuable motivator that enhances students' learning experiences.
TED Talks, a leading platform with over 1 billion views, offers academics enhanced visibility and is highly recommended for English learners Featuring daily lectures on Technology, Entertainment, and Design from both native and non-native speakers, TED Talks serves as an engaging resource for students to deepen their knowledge and language skills The inclusion of subtitles in over 40 languages, including English, supports students in mastering content and makes the listening experience more enjoyable TED's mission to spread "ideas worth sharing" through inspirational talks fosters curiosity and passion for learning, allowing students to listen for pleasure rather than as a chore, ultimately improving their listening comprehension in an academic context.
Despite the high recommendations for English Listening (EL) resources, many colleges and universities in Vietnam, including Hanoi University of Industry (HaUI), do not prioritize listening skills At HaUI, second-year students use the book "Listening and Speaking Skills" by Cusack and McCarter (2007) and have only four periods per week for a total of 15 weeks, which limits their listening practice While students receive some theoretical guidance on different listening types for the IELTS test, opportunities for additional practice outside the classroom are scarce Consequently, integrating EL resources could help students achieve their learning objectives more effectively.
This study investigates the impact of extensive listening through TED Talks on enhancing students' listening comprehension skills at the Faculty of Languages, Hanoi University of Industry The research aims to identify effective strategies to support students in improving their listening abilities.
Aims of the study
This research aims to explore whether students can improve their listening skills through TED Talks and their awareness of this improvement Specifically, the study focuses on examining key research questions related to these objectives.
1 To what extent is students‘ listening comprehension different between before and after the project?
2 How do students view the effectiveness of the project to their listening comprehension?
Scope of the study
Due to the limited availability of online resources and TED Talks in the library, this study primarily relies on a selection of free internet sources, including a few minor theses that share similar themes.
This study primarily evaluates students' listening comprehension through TED Talks, utilizing a limited scale and timeframe The assessment is based solely on two data sources: students' pre- and post-test results and their self-assessment papers Consequently, other skills such as reading, writing, speaking, and presentation are not included in the scope of this research.
The study involved 90 English-major students from the Faculty of Languages at Hanoi University of Industry, and the findings are anticipated to be applicable to English-major students at other universities and colleges.
The thesis findings provide valuable insights for researchers, students, and educators at HaUI and other institutions Specifically designed for English-major students, the study aims to ignite their passion for listening and improve their listening comprehension through a curated selection of TED Talks The results are expected to be applicable to students at similar academic levels, contributing significantly to the enhancement of listening skills at HaUI Additionally, the thesis offers recommendations for further research to maximize the benefits of utilizing TED Talks as an educational resource.
Methodology of the study
To meet the outlined objectives, the study employed both quantitative and qualitative research methods Data analysis was conducted using results from pre-tests, post-tests, and students' self-assessment papers.
The pre-test and post-test, designed to have equivalent difficulty levels, assess students' listening comprehension before and after the intervention The pre-test is administered prior to the project, while the post-test is utilized to gather scores for comparison with the pre-test results.
The qualitative research method assesses students' perceptions of the impact of TED Talks on their listening comprehension Students express their awareness of both the advantages and challenges they encounter while engaging with TED Talks' journals.
Design of the study
The study consists of three parts: the introduction, the development and the conclusion They are:
Part I: Introduction includes the rationale, aims, scope, significance and methodology of the study
Chapter 1: Literature review presents literature related to the study including theories of listening, listening comprehension, the definition of extensive listening and its benefits as well as limitations The last part provides an example as well as theoretical backgrounds of the reasons why TED Talks is selected to orient students
Chapter 2: Methodology shows the setting, the background of participants as well as data collection instruments and procedures for carrying out the research including pre-post-test and students‘ self-assessment paper at the end of the intervention
Chapter 3: Findings and Discussion report the main findings obtained from the data collection and discuss the prominent aspects
Part III: Conclusion, the last chapter, is followed by the references and appendices
The limitation of the study and suggestion for further study are also recommended.
DEVELOPMENT
1.1 Definitions, significance and classifications of listening
Listening is a fundamental language skill that plays a crucial role in education, helping individuals of all ages acquire knowledge, understand the world, and develop values (Bulletin, 1952) In today's era of mass communication, it is essential for students to learn effective and critical listening (Nation & Newton, 2008) Despite its importance, listening is often the least understood and overlooked skill in language classrooms, as more emphasis is placed on speaking (Nation & Newton, 2008) Nunan (1998) notes that over 50% of students' time in a foreign language is spent listening, yet teachers frequently view listening merely as a tool for modeling speech (Nunan, 1998) Hedge (2000) further emphasizes that listening has been neglected, as many believe that exposure to the language naturally enhances listening skills without focused instruction.
Research by Gilman and Moody (1984) indicates that adults allocate 40-50% of their communication time to listening, highlighting the importance of listening comprehension for language learners This skill allows learners to focus on understanding speech without the pressure of producing it, which aids in internalizing vocabulary and grammar Additionally, emphasizing listening fosters a sense of achievement, thereby enhancing motivation to continue learning (Rubin, 1988).
LITERATURE REVIEW
Definitions, significance and classifications of listening
Listening is a fundamental language skill essential for education, as it helps individuals of all ages acquire knowledge, understand the world, and develop values (Bulletin, 1952) In today's era of mass communication, teaching effective and critical listening is crucial for students However, Nation and Newton (2008) highlight that listening is often the least understood and overlooked skill in language classrooms, with more emphasis placed on speaking Nunan (1998) points out that over 50% of students' time in a foreign language is spent listening, yet teachers frequently use listening merely as a model for speaking practice Hedge (2000) further emphasizes that listening has been neglected, as many believe that exposure to the language will automatically enhance listening skills without dedicated instruction.
Research indicates that adults spend a significant portion of their communication time listening (40-50%), which suggests that language learners can greatly benefit from developing their listening comprehension skills This focus on listening allows learners to relax and concentrate on understanding speech, thereby enhancing their vocabulary and grasp of language structure Additionally, successful listening experiences can boost motivation, encouraging continued language learning.
Prioritizing listening comprehension development offers five key benefits: cognitive enhancement, increased speed of coverage, heightened motivation, psychological relief, and improved efficiency (Newton, 2008) By alleviating the pressure to produce speech, students can progress more rapidly and with less stress Engaging in realistic communicative activities further boosts learner motivation Listening serves as a vital source of comprehensible input, which is crucial for effective learning It also encourages interaction with speakers, fostering understanding and drawing attention to new language forms, such as vocabulary and grammar Consequently, listening comprehension creates optimal conditions for language acquisition and the advancement of other language skills (Krashen, 1989).
Listening processes can be categorized into two primary types: top-down and bottom-up According to Field (2003), as referenced in Nation & Newton (2008), the bottom-up process involves listeners constructing meaning from smaller elements to understand the overall content, while the top-down process works in the opposite direction Blyth (2011) introduces a broader framework, suggesting four listening approaches, including "borrowing," which combines aspects of both top-down and bottom-up processing, and "synergistic," where listening is taught holistically, considering the interactions between the two methods Bottom-up processing specifically details how listeners progress from recognizing individual words to achieving comprehensive understanding of sentences, utilizing their knowledge of vocabulary, syntax, and grammar (Rubin).
Listening comprehension relies on the listener's familiarity with vocabulary and grammar, closely tied to their linguistic knowledge (1994, p 210) While this model effectively details how listeners process and understand incoming information, it has limitations; comprehension is not solely dependent on linguistic knowledge, as highlighted by Ahmadi and Gilakjani (2011, p 979) Additionally, Buck (2001) suggests that a top-down approach offers a more interactive understanding of the listening comprehension process.
Definitions of listening comprehension
Listening comprehension is a complex, top-down process that involves various types of knowledge interacting to understand language, as described by Buck (2001) This approach emphasizes the importance of background knowledge over mere linguistic knowledge, as highlighted by Carrell and Eisterhold (1983) When listeners rely solely on linguistic knowledge, they may struggle to comprehend, underscoring that effective listening comprehension requires matching incoming information with existing knowledge Brown (2001) reinforces this by stating that utilizing students' prior knowledge is crucial for enhancing listening skills Thus, effective listening comprehension goes beyond just decoding utterances; it involves activating prior knowledge to facilitate understanding of messages.
Listening comprehension is an active process of constructing meaning, as highlighted by Buck (2001), who emphasizes that it involves applying various types of knowledge, including both linguistic and non-linguistic Vandergrift (1999) further elaborates that effective listening requires the ability to discriminate sounds, understand vocabulary and grammar, interpret stress and intonation, and retain information, all while considering the immediate and broader context of the spoken language.
Buck (1995) and Field (2003), as referenced by Renandya and Farrell (2011), highlight four key features of speech: speed, variability, word blending, and limited control Students at a low intermediate level often struggle to keep up with the rapid pace of recordings intended for advanced learners, which Renandya and Farrell identify as a critical threshold where comprehension becomes unattainable Chastain (1971) further defines listening comprehension as the capacity to understand native speech at a normal pace in unstructured contexts.
A study by Major (2008) titled "The Effects of Nonnative Accents on Listening Comprehension: Implications for ESL Assessment" revealed that both native and nonnative listeners performed significantly worse on listening comprehension tests when exposed to non-native English speakers Additionally, research on the impact of non-native accents on Iranian EFL learners indicated that familiarity with a specific accent, such as the Persian accent, can enhance listening comprehension for those listeners.
In summary, effective listening comprehension, or top-down listening, enables students to engage their background knowledge more than their linguistic skills However, challenges such as inappropriate listening speeds for different proficiency levels and unfamiliar accents can hinder students' ability to understand spoken language.
Extensive listening
To address challenges in listening comprehension, "extensive listening" is proposed as an effective strategy, offering learners enjoyable and comprehensible listening experiences (Renandya & Farrell, 2011) Krashen (1985) emphasizes the importance of providing input that slightly exceeds learners' current abilities while fostering a low-anxiety environment to enhance proficiency Rixon (1986) identifies two approaches to encourage listening outside of school: engaging students in listening activities and promoting opportunities for pleasurable listening This approach aims to inspire spontaneous listening for enjoyment, such as tuning into an entertaining radio program that presents no significant language or conceptual difficulties.
Extensive listening is an enjoyable and valuable experience for students, allowing them to engage with spoken English without the pressure of language analysis This can involve longer narratives read aloud or shorter pieces like poems and jokes, providing an opportunity for almost complete understanding and enjoyment Incorporating extensive listening into the curriculum is essential for maintaining student motivation and interest, while also enhancing their exposure to the English language in its natural form.
In summary, extensive listening (EL) involves engaging with comprehensive materials outside of the classroom, leading to increased enjoyment and reduced anxiety Numerous studies have been conducted on the benefits of EL, revealing significant positive outcomes for learners.
Extensive listening serves as an effective tool for enhancing student learning, with significant research backing its benefits Notably, Chang's studies from 2009 to the present provide compelling evidence that students experience increased confidence during listening activities, leading to improved comprehension (Chang, 2009, p 661) Additionally, Jean's 2012 thesis utilized pre- and post-tests alongside student surveys to evaluate listening skill improvements, revealing that extensive listening activities are among the most beneficial for enriching students' background knowledge.
Extensive listening (EL) encompasses various listening activities designed to provide learners with ample comprehensible and enjoyable auditory input (Renandya and Farrell, 2011) A key objective of EL is to enhance listening fluency, which refers to the speed at which learners recognize words and grammatical structures in spoken texts (Waring, 2008) Through these activities, students can significantly improve their listening skills.
EL by listening smoothly to vocabulary and grammar that can be quickly processed
Listening comprehension, where over 90% of the content is understandable, allows learners to concentrate on the material The goal of English listening (EL) is not solely to teach vocabulary and grammar explicitly, but rather to expose learners to these elements through repeated listening to texts This approach facilitates implicit learning through context, increasing the chances of encountering words and grammatical structures multiple times Additionally, a learner's background knowledge on the topic enhances their ability to continue listening effectively.
A study by Trofimovich, Lightbown, Halter, and Song (2009) highlighted the benefits of pronunciation by comparing two groups: one engaged in a comprehension-based program and the other in a traditional language learning program Similarly, Yonezawa and Ware (2008) conducted research involving six university classes, utilizing pre- and post-listening tests along with two surveys The findings indicated that most students found extensive listening (EL) and shadowing techniques effective in improving their English skills.
In summary, EL seems to have a great contribution to the improvement of students‘ background knowledge, their listening fluency, vocabulary, grammatical structures and even pronunciation
While there are several benefits to incidental vocabulary acquisition, some drawbacks exist In a study by Brown et al (2008) involving thirty-five Japanese university students, researchers found that participants engaged in extensive listening were unable to recall new vocabulary after three months, and those reading while listening showed only marginally better results In contrast, Elley's (1989) study of native-speaking children demonstrated significant vocabulary acquisition through extensive listening However, the 2008 study did not provide an explanation for these differing outcomes.
The subjects faced significant challenges in understanding the story and replacing words during listening-only sessions Notably, the misinterpretation of pronunciation poses a more substantial obstacle in listening comprehension compared to reading.
In Joshua's 2010 study, students selected between six and fourteen audiobooks, averaging nine, during an eight-week period, with the option to exchange books that were too challenging or uninteresting The author noted that if the study had been conducted in a classroom, more students would likely have met the target of six audiobooks However, the research took place during the fall semester, when participants faced full class schedules, limiting their time for the study and resulting in some students not completing the required material Consequently, these students did not demonstrate progress or fully benefit from the potential advantages of the English Language (EL) activity.
In general, there are still several weaknesses in implementing EL on account of some subjective different reasons
1.3.4 TED talks as an extensive listening source
Utilizing authentic TED Talks provides students with valuable opportunities to practice English language skills The diverse range of themes available on the TED website enables educators to select engaging presentations that are appropriate for their students However, teachers often invest significant time in finding relevant talks that align with both content and language proficiency levels.
Listening materials should be tailored to ensure that students comprehend 90% or more of the content to prevent frustration and ineffective lessons (2008) Engaging materials that align with students' interests and backgrounds can help mitigate these frustrations (Waring, 2008) Additionally, using TED Talks enhances student motivation, as their authentic and captivating presentations foster an environment conducive to autonomous learning TED's mission of spreading "Ideas worth spreading" resonates with learners, sparking curiosity and engagement (Romanelli, 2014) Crotty (2013) emphasizes that TED Talks offer valuable insights for reaching mainstream audiences in an entertaining way, while Shea (2004) highlights their potential to elevate academic visibility Ultimately, TED Talks provide enriching knowledge that appeals to students.
In terms of academic aspects of TED Talks, according to Romanelli (2014),
The academy can benefit from the TED phenomenon by incorporating TED Talks into their curriculum, despite its limitations and criticisms These talks can serve as a valuable tool to engage students and ignite their interest in specific subjects, which can then be explored in more depth throughout the course Additionally, utilizing TED Talks as an active-learning strategy allows students to critique existing talks or create their own, fostering deeper engagement with relevant topics.
TED talks can significantly enhance listening skills, as noted by Safavi (2014), who emphasizes their engaging nature and similarity to the IELTS listening test format Schwartz highlights the lasting impact of TED on his book, "The Paradox of Choice," which continues to sell thousands of copies annually due to its exposure through TED talks However, he questions the academic value of such popularity A study led by Cassidy R Sugimoto analyzed over 1,200 TED talks and found that only 21% of presenters were academics, with around 500 talks categorized as academic This suggests that while TED talks can be valuable educational tools, particularly for English language learners, a curated list of academic talks is essential for effective use.
Effective English learning (EL) can vary among learners, highlighting the need for further research into the most beneficial materials and instructional methods Field (2002) emphasizes the importance of understanding the cognitive processes behind listening, suggesting that students should engage in training beyond the classroom One effective approach is exposing learners to authentic materials, such as inspirational talks from global speakers This concept is reinforced by Takaesu (2013), who conducted a study on the use of TED talks as a resource for English for Academic Purposes (EAP) students, demonstrating their positive impact on learning outcomes.
METHODOLOGY
This study was conducted with 90 English major students at Hanoi University of Industry to address two research questions and achieve specific aims The article outlines the setting, participants, data collection instruments, procedures, and methods of data analysis employed in the research.
A study conducted at Hanoi University of Industry highlights the lack of intentional support for English listening skills, particularly with authentic materials, in the university's listening course Students face an adapted IELTS listening exam at the end of the course, which features a modified number of questions The core curriculum comprises 15 weeks of instruction with 60 class periods and 120 self-study periods, making significant progress challenging without deliberate English listening (EL) activities Incorporating EL activities not only enhances students' listening comprehension but also encourages them to utilize their self-study time more effectively.
Action research design was selected in this study According to Mettetal
Classroom Action Research, introduced in 2001, is a valuable tool for teachers to understand their classroom dynamics and implement changes based on their findings This research approach significantly enhances student performance and encourages open-ended outcomes Additionally, it fosters teachers' professional growth, boosts their confidence in teaching abilities, and empowers them in their roles.
Engaging in action research enhances teachers' problem-solving skills by increasing their awareness of the discrepancies between their beliefs and practices, as well as understanding their students' thoughts, feelings, and learning experiences This reflective process allows educators to bridge gaps in their teaching methods and improve student outcomes.
This study employs action research, with the teacher acting as the researcher, to address the significant concern of students' listening comprehension, a topic of interest for both educators and learners TED Talks are evaluated as a valuable resource for enhancing listening skills Action research is particularly effective in both classroom and external settings, making it well-suited for this study's context Its purpose is to instigate change and provide a reference for future research Based on the findings regarding the impact of selected academic TED Talks on English listening comprehension, constructive suggestions will be offered to help teachers improve their students' listening skills.
When using the action research approach, the current study follows the five phases proposed by Susman (1983)
Figure 1 Susman’s Action Research Model (1983)
In the light of the model, the study started when there was a need to improve students‘ listening comprehension with an authentically useful source In other
Step one involved diagnosing the issue by recognizing the need for a valuable resource to enhance listening skills beyond the classroom This led to an investigation into effective solutions Subsequently, step two focused on incorporating TED Talks, highlighting specific reasons for their relevance and effectiveness in addressing this need.
In step three, students participated in a project following a pre-test, which served as a placement tool to group them and compare their progress with a post-test at the course's conclusion The project introduction featured an inspiring TED Talk by Pranav Mistry on the exciting potential of Sixthsense technology, alongside another impactful speech by Monica Lewinsky, a National Magazine Award nominee These examples aimed to spark students' imagination and curiosity while offering diverse perspectives To support their learning, various note-taking techniques, a completed journal example, and a curated list of academic TED Talks were provided Subsequently, students engaged in weekly TED journal activities and completed a post-test at the end of the course.
In step 4, the results were analyzed both quantitatively and qualitatively The qualitative analysis was conducted immediately after 15 students from three different groups submitted their self-assessment papers For the quantitative data, the students' scores from the pre and post tests were categorized and analyzed using specific tools.
In the final step of the study, a summary is presented that highlights the connection between the listening process and the enhancement of students' listening comprehension Additionally, the conclusion offers several recommendations for further improvement.
The study involves 90 English major juniors from Hanoi University of Industry, categorized by their English proficiency levels: 23 pre-intermediate (IELTS 3.5-4), 42 intermediate (IELTS 4.5-5.0), and 15 upper-intermediate (IELTS 5.5-6.5) These classifications are based on their previous course results aimed at a B1 level Aged 20 to 21, these students are required to take a core speaking and listening course aligned with IELTS standards, targeting Level 4 of the CEFR-VN framework (B2) For the experiment, students select a favorite video from a provided TED talk list and complete a "Listening Journal Form" weekly in groups of 2 to 3.
The selection of students for the IELTS-oriented course is based on their previous slow listening scores and the goal of achieving level 4 according to the CEFR To enhance their learning experience, it is essential to implement suitable supplementary tools Given the limited in-class study time and the poor quality of the loudspeaker systems, there is a clear need for additional support activities both in the classroom and at home to improve students' listening comprehension.
Three experienced teachers from the Faculty of English at HaUI were interviewed to evaluate and compare the effectiveness of pre-tests and post-tests The comparison focused on various aspects, including the skills assessed, the number of test items, and the overall level of difficulty Their insights were drawn from their personal experiences as test takers prior to the interviews.
To ensure the equivalence of pre-and post-tests in the project, they were piloted with a group of students and three teachers While the teachers participate indirectly, their involvement is essential for achieving accurate and reliable final results.
The research utilizes both qualitative and quantitative methods, including pre-post tests and student self-assessment papers The pre-post tests evaluate learners' listening comprehension before and after the project, while the self-assessment papers aim to gauge students' awareness of the impact of learning through TED videos.
A pre-and post-test design involves gathering data on participants' performance levels before (pre-test) and after (post-test) an intervention This approach enables researchers to assess the impact of the intervention by comparing the results from the two tests The study design for pre-post tests follows specific steps to ensure accurate measurement and analysis of the intervention's effectiveness.
FINDINGS AND DISCUSSION
This chapter examines students' progress and perspectives on extensive listening through TED Talks, utilizing data from pre- and post-tests alongside self-assessment papers The analysis seeks to enhance understanding of the impact of TED Talks on students' learning experiences, highlighting their progress and challenges This groundwork sets the stage for subsequent discussions and recommendations in the study.
3.1.1 Pre-test’s and post-test’s descriptive statistics for three different levels of students
Quantitative data were gathered from parallel pre- and post-tests designed to assess students' skills in table, sentence, and summary completion at the same difficulty levels Both tests included identical numbers of questions across sections 3 and 4 Test scores were evaluated using grading keys from Cambridge IELTS tests, but adapted to a 20-point scale for simplicity in data calculation, rather than the standard IELTS scoring system.
Table 3: Descriptive statistics related to the results of the pretest and the posttest of Pre-intermediate students
Pre-test scores of Pre-intermediate students
Post-test scores of Pre-intermediate students
The analysis of the pre-intermediate group reveals a slight increase in mean scores from the pre-test to the post-test The pre-test scores ranged from a minimum of 6 to a maximum of 8, resulting in a two-point range, while the post-test scores exhibited a narrower one-point range of 7 to 8 This is further supported by the higher standard deviation in the pre-test, indicating a wider spread of data points compared to the post-test Notably, the percentage of students achieving a score of 8 increased from 33.3% in the pre-test to 53.8% in the post-test Overall, while the statistics suggest that significant progress may not have been made, the improvements observed are a positive indication for students at this level.
Table 4: Frequency Distribution of the scores of Pre-intermediate students’ pre-test and post-test
Pretest of pre-intermediate groups Posttest of pre-intermediate groups
Table 5: Descriptive statistics related to the results of the pretest and the posttest of Intermediate students
Pretest scores of Intermediate students Posttest scores of Intermediate students
The post-test results show a notable increase in the mean score, which is one point higher than the pre-test, despite the standard deviation and range remaining nearly unchanged Additionally, the percentage of students scoring 10 rose from 48.7% in the pre-test to 56.4% in the post-test This suggests that intermediate students have made significant progress after participating in 14 TED sessions.
Table 6: Frequency Distribution of the scores of Intermediate students’ pre- test and post-test
Pre-test scores of Intermediate students
Post-test scores of Intermediate students
Table 7: Descriptive statistics related to the results of the pretest and the posttest of Upper-intermediate students
Pretest scores of Upper-intermediate students
Pretest scores of Upper-intermediate students
The statistical patterns for intermediate students closely resemble those of the upper-intermediate group, with identical ranges However, this group shows significantly higher minimum and maximum scores in the post-test compared to the pre-test Notably, the percentage of students achieving a score of 12 out of 20 has risen dramatically, from 33.3% in the pre-test to 73.3% in the post-test, indicating substantial progress at this level.
Table 8: Frequency Distribution of the scores of Upper-intermediate students’ pre-test and post-test
Pre-test scores of Upper-intermediate students
Post-test scores of Upper-intermediate students
3.1.2 Overall test descriptive statistics for all students
Table 9: Descriptive statistics related to the results of the pretest and the posttest of all students
The analysis of the pre-test and post-test scores reveals a notable improvement in participants' listening comprehension The pre-test mean score was 8.8333, while the post-test mean rose to 9.5778, indicating an increase of nearly one point The score range also shifted, with the pre-test minimum and maximum scores being 6 and 12, respectively, and the post-test scores showing a slight increase to 7 and 13 Furthermore, over 62% of pre-test scores were below 10, compared to only 40% in the post-test, highlighting significant progress among students after engaging with TED Talks and completing 14 journals.
Table 10: Frequency Distribution of the scores of all students’ pre-test and post-test
The t-test statistics reveal a significant difference between the pre-test and post-test scores The one-sample t-test yielded a t-value of 3.785, with a p-value of 000, which is below the commonly used significance level of 0.005 This indicates that the mean score in the post-test is statistically significantly different from the pre-test mean score of 8.8333, demonstrating a notable improvement in scores after the project.
Test Value = 8.8333 t df Sig (2- tailed)
95% Confidence Interval of the Difference
The project demonstrated a statistically significant improvement in student scores before and after the intervention, particularly among intermediate and upper-intermediate students who showed notable advancements in their listening scores and comprehension In contrast, pre-intermediate students exhibited only a slight increase, aligning with Takaesu's (2013) findings, which also highlighted minimal changes for this group Overall, the TED-journal project effectively enhanced listening skills for higher-level students, while pre-intermediate students showed little to no significant progress.
The self-assessment aimed to explore students' perceptions of the impact of TED Talks on their listening comprehension development By reflecting on their experiences, students provided valuable insights into how TED Talks influenced their individual learning, regardless of their proficiency level The study involved 15 randomly selected students from three different groups: pre-intermediate, intermediate, and upper-intermediate By analyzing their self-assessment papers, the research compared pre-test and post-test scores to highlight the listening process, achievements, and challenges faced by these learners.
In the initial phase, students were required to listen to weekly talks and memorize a selected academic word list (refer to APPENDIX 2) For the subsequent four weeks, students had to document useful language from each talk and commit it to memory (see APPENDIX 3).
Four students expressed that they found TED Talks to be quite challenging, despite selecting talks from a low-level list They struggled with vocabulary, which made comprehension difficult One student noted that she needed to see a lot on screen to keep up with the speakers and felt fatigued, attributing her struggle to limited vocabulary and encountering unfamiliar words Another student reported only a slight improvement in her vocabulary and understood about sixty percent of the content, often relying on English subtitles for better comprehension Lastly, one student candidly admitted that it took her many hours to understand the material, leading to feelings of boredom and a desire to quit.
Despite the availability of essential vocabulary in the first ten TED Talks, students at this level find it challenging, likely due to their selection of talks that are either too difficult or too easy A review of their choices reveals that many students opted for both low-level and high-level talks, indicating a lack of appropriate material for their proficiency This mismatch, combined with their limited awareness of their actual skill levels, contributes to a negative perception of TED Talks Additionally, the difficulty in independently verifying the language they have learned in class underscores the need for teachers to implement more effective strategies for vocabulary enhancement through TED Talks.
Intermediate students and upper-intermediate students
Most students in this group (7 out of 10) exhibit a strong commitment to enhancing their vocabulary This dedication not only helps them gain a deeper understanding of engaging videos but also contributes to their recognition of vocabulary expansion after each TED journal session.
To meet the requirement of submitting two journals per week, students are encouraged to list and review several useful languages they have intentionally watched, enhancing their language acquisition process.
Students have reported significant vocabulary growth through their engagement with TED Talks One student highlighted her achievement in "knowing more new words," recalling uncommon yet familiar terms Another noted her gradual accumulation of academic vocabulary, attributing this progress to the insights gained from TED Talks An intermediate student shared that listening to speakers enabled her to understand both the meanings and contexts of previously unfamiliar words, facilitating easier recall Additionally, other students echoed the sentiment that TED Talks effectively broadened their vocabulary range One student showcased her organized approach to self-study by categorizing learned vocabulary into four distinct columns.