TedED를 활용한 대학 교양영어 교수-학습 방안
A Method of Teaching and Learning English in College General English Classes Utilizing TedED
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This research aims to incorporate TedED into general college-level English classes in South Korea. The students who participated in the research were English majors, who registered for general English classes. The TedED online site includes diverse lesson themes that are worth sharing. The site also offers unique functions such as ‘follow-up questions,’ ‘discussion questions,' and ‘dig deeper.' The research questions are related to learners' perspectives toward using the TedED video clips in English reading classes and the effects of the TedED on learners' affective factors. Throughout the classes, students watched the TedED video clips as a pre-reading activity. During the lesson, students received a lecture about the TedED video and the reading materials from the main textbook. For the team project of the course, students were required to perform a lecture demonstration like a speaker in the TedED. Since this paper is a case study, the data were collected from interviews, surveys, observations, and learners’ weekly journals in order to enhance the trustworthiness of the study. The findings of the research show several pedagogical implications regarding the incorporation of TedED into an EFL context. TedED is very useful for EFL English classes, but instructors need to select easy, varied, and interesting video clips from the TedED site so that learners may not perceive them as difficult.
Abstract
This research aims to incorporate TedED into general college-level English classes in South Korea. The students who participated in the research were English majors, who registered for general English classes. The TedED online site includes diverse lesson themes that are worth sharing. The site also offers unique functions such as ‘follow-up questions,’ ‘discussion questions,' and ‘dig deeper.' The research questions are related to learners' perspectives toward using the TedED video clips in English reading classes and the effects of the TedED on learners' affective factors. Throughout the classes, students watched the TedED video clips as a pre-reading activity. During the lesson, students received a lecture about the TedED video and the reading materials from the main textbook. For the team project of the course, students were required to perform a lecture demonstration like a speaker in the TedED. Since this paper is a case study, the data were collected from interviews, surveys, observations, and learners’ weekly journals in order to enhance the trustworthiness of the study. The findings of the research show several pedagogical implications regarding the incorporation of TedED into an EFL context. TedED is very useful for EFL English classes, but instructors need to select easy, varied, and interesting video clips from the TedED site so that learners may not perceive them as difficult.
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