Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking...

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Autor principal:	Meihua Liu
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	ted talks learning mode english speaking performance english speaking anxiety change effect Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.11632 https://doaj.org/article/87e25c6ceaec453c89ee3e3d2da88384
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spelling	oai:doaj.org-article:87e25c6ceaec453c89ee3e3d2da883842021-11-21T15:42:38ZChanges in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxietyhttps://doi.org/10.17323/jle.2021.116322411-7390https://doaj.org/article/87e25c6ceaec453c89ee3e3d2da883842021-09-01T00:00:00Zhttps://jle.hse.ru/article/view/11632/13154https://doaj.org/toc/2411-7390This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning. Meihua LiuNational Research University Higher School of Economicsarticleted talkslearning modeenglish speaking performanceenglish speaking anxietychangeeffectEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 3, Pp 104-118 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	ted talks learning mode english speaking performance english speaking anxiety change effect Education L Philology. Linguistics P1-1091
spellingShingle	ted talks learning mode english speaking performance english speaking anxiety change effect Education L Philology. Linguistics P1-1091 Meihua Liu Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety
description	This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning.
format	article
author	Meihua Liu
author_facet	Meihua Liu
author_sort	Meihua Liu
title	Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety
title_short	Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety
title_full	Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety
title_fullStr	Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety
title_full_unstemmed	Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety
title_sort	changes in and effects of ted talks on postgraduate students’ english speaking performance and speaking anxiety
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.11632 https://doaj.org/article/87e25c6ceaec453c89ee3e3d2da88384
work_keys_str_mv	AT meihualiu changesinandeffectsoftedtalksonpostgraduatestudentsenglishspeakingperformanceandspeakinganxiety
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Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

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