CHAPTER 2 LITERATURE REVIEW
2.8 BENEFITS OF USING TED TALK VIDEOS IN ESL LESSONS
Lansford (2019) shares two important benefits of using TED Talk videos in teaching ESL learners:
1) Using TTV Promote Equality and Tackle Native Speakerism:
Many non-native-speaking countries around the world recruit native speakers to teach English because of the belief that ‘native speakers’ perhaps are not only better models of the language but also better teachers. This is because most of the materials related to teaching and learning English were by ‘native speakers’, the practice of pronunciation was based on recordings by ‘native speakers’, language imitation was also based on ‘native speakers. Therefore, whether intentionally or unintentionally such an approach promotes ‘native speakerism’. Possibly, this led to the conception that only native speakers have the right pronunciation, an intuitive feel for the language, and non-native speakers rather felt inferior in learning the language.
Thus, Lansford (2019) argues that using TTV as a language teaching material to teach ESL learners could address the issue of ‘native speakerism’.
2) Using TTV to Teach ESL Exposes Students to World Englishes:
Teachers of ESL must be aware of the variety of Englishes out there and prepare students to be successful users of language in international, lingua franca contexts. Since the TTV speakers are from different countries, this can expose students to different English accents around the world. Similarly, Kasaesu (2017) posits that TED Talk videos present a variety of English accents being spoken around the world.
So, using TTV regularly could expose students to various English accents. This is
important due to the growing number of international students in universities all over the world and being aware of a wide variety of accents can be an advantage.
2.8.1 TTV Engages and Motivates Students:
Another benefit of using TTV is to motivate students by letting them listen to great TED speakers. For many of these speakers, English is not their first language, so watching and hearing them speak English can be a motivating factor for ESL students.
The frequent use of TTV could make students feel that they can also succeed and become highly proficient users of English, without having to worry about not speaking like a ‘native speaker’
Cruse (2018) argues that one of the greatest benefits of using videos in teaching is the capability to connect with the audience both on an emotional and cognitive level. So, when viewers’ emotions are touched, they are not only motivated to learn but it can also produce a lasting positive effect on their learning. These are vital aspects of learning on their own and can play a significant part in creating a conducive learning environment through which improved cognitive learning can happen. Moreover, Thanajaro (2000) reveals that the use of videos in ESL classrooms made a positive impact on ESL students’ motivation to learn English. Furthermore, motivation makes students put more effort and energy into what they do. Thus, students’ motivation is a key factor in learning a language and one way of doing this is through the use of videos.
Also, considering the diverse learning styles of students, using audio-visual materials caters to two learning styles simultaneously; the auditory and the visual learners. The learners who learn best through hearing are auditory, whereas learners who learn best through seeing are visual learners. Thus, TTV caters to both types of learners by presenting the material in auditory and visual forms. Also, almost every TTV comes with subtitles and transcripts, so this not only aids the visual learners but also simultaneously improves reading. Additionally, with the support of technology teaching and learning can be made much easier and fun for language learners and
teachers alike. Also, videos could contribute to increasing the motivation level of students as each learner can find something attractive in the language learning process (Akbas, Kayaoglu, & Ozturk, 2011).
Additionally, incorporating videos in teaching and learning is also related to increased student engagement. As teachers, active student engagement is the key ingredient to promoting a conducive learning environment. Teaching a class full of hyperactive students can be challenging to engage everyone meaningfully using the traditional lecture method. Teachers are aware that most students today are raised using technology like smartphones, computers and laptops, thus, today’s generation will not find the age-old traditional way of teaching appealing. So, the traditional way of teaching should now be replaced with interactive methods using technologies such as videos, PowerPoints, audio recordings, smartphones and computers. Subsequently, teaching using technology is one way of engaging students in a way that they enjoy.
Furthermore, a recent study by Kaltura (2018) reveals that videos encourage engagement and help students learn. The findings also reported that 84% of the students had a positive impact on their education. Thus, it is vital to note that if students are engaged and satisfied with the lessons, it indicates heightened motivation to learn and are predictably more likely to retain what was learned. Further, Greenberg and Zanetis (2012), argue that videos are a crucial tool that can have a dominant impact on students’ engagement and information retention. Hence, teachers need to choose materials that can motivate ESL learners.
2.8.2 Language Development
According to Wang (2015), one of the goals of videos is to facilitate the development of ESL learners’ language skills. It means this can provide a lot of information to the learners regarding the use of language in real-life situations. The learners could see and hear how language is used in different contexts. Also, the comprehension of the language is heightened through visual and aural supports like
“facial expressions, gestures, body language, stress, intonation, and rhythm of the
language” (Bello, 1999; Donaghy, 2014). Thus, when videos are used, learners can see, observe and learn how connotations match facial expressions of the characters.
All such language features are seen through videos which provide valuable meaning cues and help students to visualize beyond what they are paying attention to, and thus deduce the content more deeply (Raya, 2016). The visual mode of TTV can be helpful for learners to enhance their understanding by inferring the language in a full visual context.
2.8.3 Incidental Learning
Hands (2017) defines Incidental Learning as some form of indirect, additional or unplanned learning. It can occur through observations, conversations with friends, movies, predictions, and familiarization with new situations or may arise as a by- product of planned learning. Thus, most TTVs are designed with subtitles and this plays a crucial role in language acquisition incidentally. Also, subtitles are a helpful way of assisting understanding of realistic video input for ESL learners (Ashcroft, Garner, & Handingham, 2018). They facilitate learning of language features such as the right choice of words, appropriate use of language, grammar and meaning.
Additionally, Ebrahimi and Bazaee (2016) state that subtitles in any language are an ideal way for people to enjoy learning with better comprehension.
Gorjian (2014) claims that subtitles not only help to increase learners’
vocabulary knowledge but also make vocabulary learning and content comprehension easier. He also argues that videos with words and pictures in oral and visual forms are more likely to further engage the learners than words or pictures alone. Therefore, language teachers are recommended to integrate multimedia tools such as audio or videos in teaching and learning. Also, the students’ engagement in TTV intended to teach speaking skills would support them in learning other language aspects such as grammar, vocabulary, pronunciation, and spelling more naturally and incidentally.
2.8.4 Improvement in Learning
TTV has evolved into a global online resource of ideas and information sharing in recent times. For ESL learners, TTV provides sufficient platforms to enhance and hone students’ English speaking and develop their comprehension skills in a more engaged way. Also, TTV provides an engaging context through which students can improve their English language skills. The TTV can not only help learners improve their four language skills, but can also improve their oral presentation skills, organization of ideas and other body language cues. By using authentic videos such as TTV, reality is brought into the classroom, and authenticity added to the learning context (Droux, Harari, & Liniger, 2014).
In addition, Williamson (2020) posits that when non-verbal cues used by the speakers are in sync with verbal ones, it creates communication synergy. That is why videos help learners to guess the meaning of unknown words easily, as they can see the body language of the speakers. However, she also argues that body language mixed with the speaker’s words can either enhance or confuse the audience. Thus, teachers while selecting videos to be used with their students, not just the verbal language but the body language should also be considered.