The Impact of TED TALKS Videos on the Speaking Skills of Logistics Students in ESP Classes. | ||
| CDELT Occasional Papers in the Development of English Education | ||
| Volume 91, Issue 1, July 2025, Pages 283-314 PDF (631.22 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/opde.2025.461448 | ||
| Authors | ||
| Nada Mohamed Zaki Ginaidy1; Rehab Hassan2; Abeer M. Refky M. Seddeek3 | ||
| 1A former postgraduate program coordinator at ESLSCA Paris University and a former part-time Teaching Assistant at AAST at the Transport Management Department | ||
| 2Lecturer of Applied Linguistics, College of Language & Communication, Arab Academy for Science, Technology & Maritime Transport (AASTMT) – Alexandria, Egypt | ||
| 3Professor of English Language and Literature, Arab Academy for Science, Technology and Maritime Transport (AASTMT) – Alexandria, Egypt | ||
| Abstract | ||
| For many ESP learners, it is essential to adopt new strategies and make use of various platforms to enhance language learning in the digital age, where individuals have access to a wide range of engaging platforms such as TED Talks. Previous studies suggest that implementing TED Talks has a positive impact on the language learning process. To achieve this aim, a mixed-method research approach—combining both qualitative and quantitative methods— was employed within the framework of the Uses and Gratifications theory. The data of the present study were taken from 74 Logistics students, who were divided into an experimental group and a control group. All participants completed questionnaires and gave oral presentations by the end of the intervention. All final presentations were evaluated by a panel of three raters. This study was divided into two phases. The first phase aimed at gathering relevant information on how students perceived the integration of Information and Communications Technology (ICT) tools in general and TED Talks, in particular, as well as their proficiency in using TED Talks as a learning resource. The second phase was an experimental study conducted to reflect on students' achievement in reference to the impact of the videos on the experimental group. Moreover, this experiment aimed to uncover the challenges and limitations they faced during the intervention. The results indicate that TED Talks can effectively support and enhance language learning, as the experimental group demonstrated a greater improvement in speaking skills compared to the control group. For language learning pedagogy, given that TED Talks are delivered by native speakers, lessons can now be supported by videos relevant to English language teaching. Consequently, learners can develop their speaking abilities in an engaging and meaningful context. | ||
| Keywords | ||
| Attitude; Experimental research; Perceptions; Speaking skill; TED Talks videos | ||
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