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Investigating the impact of TED talks and task-based language teaching on Algerian EFL university students’ speaking accuracy
Date
2025
Abstract
Despite significant educational reforms in Algeria, challenges persist in effectively implementing Information and Communication Technology (ICT) tools to enhance English as a Foreign Language (EFL) instruction. This research explores the impact of integrating TED Talks and Task-Based Language Teaching into EFL teaching within Algerian universities, using a mixed-methods approach that incorporates both quantitative and qualitative data analysis. First-year undergraduate students of English at Kasdi Merbah University of Ouargla, Algeria, participated in the study, which was structured into pre-intervention, intervention, and post-intervention phases. The pre-intervention phase included classroom observations and questionnaires to assess participants’ backgrounds, language proficiency, speaking skills, and ICT competence, establishing a foundation for identifying their initial capabilities and areas for improvement. During the intervention, students engaged in an oral comprehension and expression course, using TED Talks, language-focused tasks, and speaking tasks targeting past tenses, rising intonations, and formulaic expressions. Data analysis involved assessments of speaking performances using the Accuracy Score (AS) measure. The post-intervention phase featured questionnaires and semi-structured interviews to explore participants’ attitudes. The analysis of quantitative and qualitative data showed varying levels of ICT usage among participants, from sporadic to frequent. Initially, participants struggled with tenses, intonations, and vocabulary accuracy, but significant improvements were observed in their speaking accuracy and language proficiency during guided tasks, as reflected in the high AS. Participants stressed the benefits of the holistic approach, particularly the advantages of authentic language exposure through TED Talks, the practicality of language-focused tasks, and the effective application of language skills in speaking tasks. The findings denote that an integrated pedagogical approach using ICT resources can significantly enhance language learning outcomes, improving linguistic accuracy and fostering an engaging, motivating, and effective learning environment. The thesis advocates for the broader adoption of such integrative strategies in EFL contexts, particularly in Algerian higher education, to better prepare students for global communication challenges.
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Publisher
University of Limerick
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Funding Information
Sustainable Development Goals
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Attribution-NonCommercial-ShareAlike 4.0 International