Improving EFL Learners' English Competency through TED Talks Learning

透過TED演講學習模式提升英語學習者的英語能力

蘇佳君(Chia-Chun Su)；陳柏安(Bo-An, Chen)；張欣怡(Hsing-Yi, Chang)

TED Talks ； English Language Learning ； mixed methods research ； TED演講 ； 英語學習 ； 混合方法研究

台北海洋科技大學學報

11卷2期（2020 / 09 / 01）

123 - 137

英文

With the advance of multimedia information, the use of online video resources as supplementary materials in language teaching has become a popular trend and considered as an effective way for improving learners' language skills. The study aimed to investigate Taiwanese technical university students' attitudes toward learning English through TED Talks and the contributing factors influencing their learning in this type of class activities. A total of 41 Applied English major freshmen participated in this study. The mix methods research was conducted to accomplish this study. Data were collected by means of an attitude questionnaire and interview protocol. A descriptive statistic method and one-way ANOVA were employed to analyze students' responses and identify the gender difference while the Atlas,ti software was employed to analyze and interpret the results of interviews. Results showed that the use of TED Talks in English learning has greatly improved students' English abilities, particularly listening comprehension. There was also a statistically significant gender difference on participants' responses. Besides, the qualitative findings have revealed that engaging students in the video assisted language learning process motivate them to practice language skills and promotes independent learning experience in a meaningful way. The majority of students perceived that learning English via authentic video clips was beneficial in giving them more opportunities for class engagement and creating pleasure English learning context. Students' English proficiency, personal learning preferences, and vocabulary knowledge were found to be the main factors influencing their language learning with TED Talks intervention. Recommendations and pedagogical implications for English language teaching are discussed.

近年來科技快速的發展改變語言教學方式。隨著多媒體信息和網絡的發展，利用線上影片資源作為語言教學的輔助工具，已成為一種流行趨勢，並被視為提高學習者語言技能的有效途徑。＂TED Talks＂是一種流行的社交網路平台，透過提供多樣主題的視頻及語言來吸引學習者觀看演講，共享信息並獲得相關知識，藉由提高其學習的動機，來創造真實的學習並促進同伴間學習之互動。本研究旨在調查台灣某科技大學英語系學生對於英語課堂中，利用TED演講視頻學習英語的態度，以及探討可能影響學生使用視頻來學習英文之因素。本研究共有41名應用英語系新生參加此研究。利用混合性研究方法（質化及量化）以完成該研究。通過態度問卷調查及個別訪談方式來收集資料。此外，亦使用敘述性統計方法和單因子共變分析法來分析學生的反應，並確定性別差異，而Atlas ti軟件版本7.0被用來分析和闡述訪談的結果。研究結果顯示，受試者對於使用TED Talks作為提高其英語語言能力（尤其是聽力能力）的輔助學習資源持肯定態度。而研究結果表示性別因素在這項研究中呈現顯著的差異。在質性研究結果顯示，TED Talks可幫助學生在語言學習過程中，可以激勵他們練習語言技能，並促進真實而有意義的學習經驗。大多數學生認為透過看英語演講來學習英語，有助於為學生提供更多練習語言的機會，並創造快樂的語言學習環境。此外研究結果發現學生的個別英語能力，學習偏好和英語單字能量等，是影響他們英語學習的潛在因素。

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