Improving listening comprehension through the use of ted talks in EFL classrooms in high school

Abstract

Listening comprehension remains one of the most challenging skills for adolescent learners of English as a foreign language (EFL) because it requires real time processing of authentic speech, recognition of varied accents and the ability to infer meaning under time pressure. Traditional textbook audio recordings are often scripted and simplified, which limits learners’ exposure to the rich linguistic cues present in spontaneous discourse. The present research explores whether integrating TED Talks - short public presentations on diverse topics delivered by speakers from around the world - can enhance high school students’ listening comprehension and motivation. A quasi-experimental design with mixed methods was adopted. Two intact tenth grade classes (N = 60) from an urban high school participated: one class (n = 30) received a four-week intervention using carefully selected TED Talks with pre listening and post listening activities, while the control class (n = 30) followed the prescribed textbook audio activities. Pre and post intervention listening tests measured quantitative gains; a 25-item questionnaire and semi structured interviews captured students’ perceptions. Results showed that the TED group’s mean post test score (15.56/20) significantly exceeded its pre test (11.96/20), whereas the control group showed only a modest improvement (12.43 to 13.12). Survey data indicated that over 61 % of respondents preferred TED Talks over textbook audio, and more than 85 % agreed that the talks enhanced their listening skills, vocabulary and motivation. Qualitative feedback underscored the benefits of authentic speech and visual cues but noted challenges with speed and unfamiliar vocabulary. These findings suggest that integrating TED Talks can substantially improve high school learners’ listening comprehension and engagement when supported by appropriate scaffolding.