2024 Volume 16 Pages 25-37
During the first semester of 2020, compulsory “English I” classes for first-year university students were unexpectedly conducted by distance learning in X University. The purpose of this study was to verify whether learning using the digital content TED Talks employed at that time would improve the English proficiency of these students. The class was conducted through an exchange of text information only. Participants were a total of 74 male and female freshmen who enrolled in the above course. One episode from TED Talks was used for each lesson, and 10 lessons were conducted for a total of 10 episodes. Pre- and post-tests in English (20 questions, 20 points) unrelated to the lessons were conducted and the scores were compared. In addition, a 15-item post-questionnaire (five-point Likert scale) on emotional aspects was administered to investigate any relationship with the scores. Overall, results showed no improvement in English proficiency; however, those students with higher-than-average scores in the “confirmation test” conducted in each lesson improved their English proficiency. The results of the post-questionnaire suggested what kind of effect these classes had on English learning.
