In addition, this research examines the extent to which the use of TED talks can motivate and enlighten learners' production of authentic language. Therefore, a learner-centred model of teaching based on collaborative work, classroom negotiation and peer assessment was chosen to increase the learners' chances to develop summarizing skills and produce meaningful language.
Introduction
The context of the situation (cotext) also plays an important role, because comprehension is inextricably linked to specific contextual factors in processing the sounds (Schmid, 2003). Regarding students' appreciation of the value of the TED Talks (Questions 24-27), summarizing videos was more interesting than textbooks and students asked to include more Ted Talks in the syllabus and in regular lessons ( question 26).
Teaching literacy in an EFL setting
Teaching Writing
- The Text-oriented approach
- The Writer-oriented approach
- The reader-oriented approach
The author-oriented approach places greater emphasis on the creativity of individual writers and the mental processes they go through until they finish writing. This idea is exactly what manifests the author-based ideology and the perception of writing as a cognitive.
Foreign language learning strategies: why opt for summarization?
The majority of the learners expressed positive feelings in dealing with TED talk videos (Bajrami & Ismaili, 2016) because they had never used them before and these video lessons deviated from their traditional exam-dominated lessons (see Appendix XIV, questions 1-14). Each group assigns a spokesperson to present the main ideas of the speech to the whole class.
The use of videos in the ELT Classroom …
Teaching listening
- The process of listening
- Implications for listening instruction
The selection of the listening input is thought to be the most important step of the teaching process (Gulec, & Durmus 2015; Brown, 1994 Rost, 2002). According to the theories of 'the zone of proximal development' (ZPD) (Vygotsky, 1962) and 'scaffolding' (Wood et al., 1976), the difficulty level of the teaching material should exceed a learner's current cognitive level of mastery. so that learners are guided through their zone of proximal development.
Using video in the English Classroom
As a result, different speech genres, such as radio and television broadcasts, songs, videos, Internet resources, can trigger different types of listening practice. Rost (2013) discusses six types of listening, ranging from the most controlled to the most open: intensive, selective, interactive, extensive, responsive, and autonomous listening.
The selection criteria of video materials
The social aspect of video-mediated classes is another issue worth mentioning, as working together on a video is a shared social experience that enhances students' development of collaborative and social skills (Brewster et al., 2002, p. 204). However, the content of the selected videos must be conditioned by the teaching objectives, the learning subjects included in the school's curriculum, the students' high level of English and their interests.
TED talk videos’ potential of improving summarization skills
The summary begins with a clear topic sentence that indicates the main idea of the speaker. The summary does not begin with a topic sentence that indicates the main idea of the speaker.
Teaching Literacy in Greek EFL setting
Private language institutes
Despite the Ministry of Education's efforts to reassess the content of foreign language programs and bring them into line with global educational, social and cultural changes, private education has gained ground and boomed. 110438/ Dissertation 32 foreign language certification; the knowledge of English and other foreign languages is considered an indispensable qualification for career development (Angouri et al. 2010; Anastasiadou, 2014).
Exam-oriented educational programs: exam pressure and stress
Each group will appoint a spokesperson to present the main ideas of the speech to the whole class. Each group will appoint a spokesperson to present the main ideas of the speech to the whole class.
The Common European Framework of Reference for Language
The Research Methodology
The research questions
Based on the discussion held on the teaching of summarizing skills, the ever-increasing exam pressure in ELT, and the benefits of integrating videos into the English classroom in the previous chapters, we will examine the extent to which the integration of TED talks . videos can optimize the teaching of summarizing skills; . it will shed light on possible ways to move away from exam-driven writing classes and to choose an alternative way to learn summarizing skills. This approach can enable learners to develop summarizing skills and communicate more effectively in L2 writing, without language certificate acquisition stress.
The structure of the research
- The participants
- The mode of analysis
- Data collection tools
- Learners’ pre-intervention questionnaire
- Class Observation
- Semi-structured Interviews
Section B examined the learners' needs and deficiencies in the four language skills and summarizing strategies. Consequently, the predetermined language content (White, 1988) formalized the teacher's authority over the learners' subordinate role in the classroom.
The writing intervention
- The Writing lessons
- Assessment criteria
The lesson plans were designed in accordance with the wishes of the students, as expressed in the pre-intervention questionnaire; they were interested in topics such as food (Appendix VIII, Lesson I), technology (Lesson II), entertainment (Lesson III), science (Lesson IV), and school (Lesson V). Finally, students' results are assessed on grammatical structures, vocabulary choice, syntax and punctuation.
Results and Discussion
- Pre-intervention questionnaire
- Class observation
- Writing Intervention: learners’ output …
- Post semi-structured interview
110438/ Dissertation 53 These results added to the students' recommendations (figures 13, 14) showed the need for a less controlling context where students can express their ideas and use other teaching resources (Bravo et al, 2011; Gilmore, 2007). The students' responses insinuate that the curriculum used and the teacher's methodology should be changed to promote independent work.
Concluding remarks, limitations and implications for further research
Concluding remarks
Ted Talk videos introduced authentic English material and exposed students to real-life language. The last question of this article concerns the educational context in foreign language institutes and the degree of flexibility they can show regarding the integration of TED talk videos into English language learning. Surprisingly, the students' positive response reassured both the school owner and parents, who were convinced of the educational potential of TED talk videos.
The use of a TED talk video, collaborative work, peer evaluation based on specific criteria were effective methodological tools that enabled learners to gain a deeper understanding of the process of writing an abstract.
Study limitations
In addition, a similar study conducted by Martínez, Vargas and Ramirez (2018) confirmed the motivational value of Ted-Talk videos and the complementary role that conventional teaching tools (tables, textbooks) can play in the teaching process. The target learners paid more attention to the screen than to their textbooks, which is rational given the impact that video technology has in the ELT classroom (Antoniou, 2005). In addition, studies by Kim (2015) and Metruk (2018) illustrated the engaging nature of TED talks when target learners expressed their confidence in creating authentic language for a meaningful purpose.
110438/ Dissertation 66 larger number of students and the introduction of more instructors would increase the reliability of the research and provide greater insight into the effectiveness of TED talk videos in the development of summarizing skills.
Proposals for further research
Schema theory and ESL reading pedagogy'. 2009), “The relationship between second language acquisition theory and computer-assisted language learning”. Holistic education: an analysis of its pedagogical application'. 2018), “The Effects of a Summary Writing Strategy on the Literacy Skills of Adolescents with Disabilities.” The application of process writing in Chinese EFL higher education classrooms. ' International Journal of English Linguistics.
L2 Listening Instruction : More Bottom-up or More Top-down?.’ The Journal of Asia TEFL, 15/3 (september), na.
CERF criteria
Note-taking Is aware of the implications and allusions of what is said and can make notes of them, as well as of the actual words used by the speaker. Can summarize information from different sources and reconstruct arguments and explanations into a coherent presentation of the overall result. Fully appreciates the sociolinguistic and socio-cultural implications of native speakers' language use and can respond accordingly.
Can mediate effectively between speakers of the target language and that of his/her community of origin taking into account sociocultural and sociolinguistic differences.
Pre-intervention questionnaire
In the course of your studies, how often are you expected to use the following skills.
Observation checklist
The summary contains a topic sentence that touches on the main idea of the original text. Cues (photo/lecture title) about the content of the video are given and Ls constructs mental scenarios. Ls' final selection of the main ideas of the speech and asks them to paraphrase them.
Clues (photo) about the content of the video are given and Ls construct mental scenarios. Watch the video again at home and write a summary of the speech, restating the key ideas. They look at three sections of the speech in particular to get the main ideas.
Watch the video again at home and write a summary of the speech using your notes Recap the main ideas throughout as much as possible (150 words). T: "Was the content of the speeches more interesting than that of the texts in your textbook?".
Evaluation criteria
Marking scales
Post semi-structured interview questions
Post semi-structured interview questions in Greek
Lesson plans
The Ls are given the task of writing a short paragraph summarizing the main points of the lecture, using their own words as much as possible. Students share their notes and negotiate the selection of the most important ideas worth integrating into their summary. They rewrite their selected key ideas and reformulate specific contextualized lexical items that are content-relevant to the main ideas of the short talk.
Ls are assigned to write a short paragraph to summarize the key points of the speech using as many of their own words as possible. You should share your notes with your partners and decide which ideas, expressed by Jamie Oliver, are the most important and worth including in your summary. Start feeding their staff properly.. food industry part of the solution. An abbreviation that expresses the main ideas of a text, shorter than the original text that contains the main idea of the text.
Learners’ task sheets
Charts of the pre-intervention questionnaire
Learners’ output
Samples of learners’ written summaries
Charts of the post semi-structure interviews
S12: “ .we could work and negotiate. It was like the oral tests in Michigan, but in a more relaxed way.”. S5: ".we could work alone without your help, which was difficult at first, but then it was better to be more independent.". S2: “ It was strange, but a kind of guidance, the list helped us a lot to think.
S6: “We could have had more practice, it was much more interesting than our tests. We should watch videos more often….”.
Students’ transcribed interviews