Revista Inclusión y Desarrollo No. 11 pp. 18-30, Enero-Junio 2024 , eISSN: 2590-7700 -- ISSN: 2389-7341

Teaching Language Arts with TEDx talks to eighth graders: a case studyn

Enseñar Lengua y Literatura con charlas TEDx a alumnos de grado octavo: estudio de caso

Ensino de língua com palestras TEDx para alunos da oitava série: um estudo de caso

Resumen

Este artículo presenta los resultados de un estudio de investigación-acción que se realizó por un año en clase de Lengua y Literatura con 20 estudiantes de octavo grado en Chía, Colombia. Esta investigación retrata las charlas TEDx como una de las estrategias centrales de la clase de Lengua Inglesa, que desarrolla una variedad de habilidades personales, sociales, comunicativas y lingüísticas. La intervención pedagógica propició debates en clase y tareas argumentativas que fomentaron dichas habilidades y promovieron la agencia de los estudiantes para expresar sus ideas hacia temas de interés. El artículo explica la evolución de este proyecto desde que los estudiantes esbozaron ideas, escribieron el guion y presentaron su propia charla TEDx en un evento escolar hasta que recibieron la licencia para realizar un evento TEDxYouth independiente. Los resultados indican que los alumnos desarrollaron un pensamiento crítico y fortalecieron el dominio de la lengua inglesa. Además, la organización del evento con licencia contribuyó a promover la indagación. La profesora-investigadora mejoró sus prácticas de relación, enseñanza y evaluación, motivada por el compromiso y el comportamiento positivo de los participantes. Las conclusiones apuntan a destacar las ventajas de utilizar las charlas TEDx en el aula de idiomas para mejorar el dominio de una segunda lengua.

Palabras clave: investigación-acción; pensamiento crítico; segunda lengua; aprendizaje basado en proyectos; charlas TEDx.

Abstract

This article presents the results of an action research study that was conducted for one year in a Language and Literature class with 20 eighth grade students in Chía, Colombia. This research portrays TEDx talks as one of the central strategies of the English Language class, which develops a variety of personal, social, communicative and linguistic skills. The pedagogical intervention fostered class discussions and argumentative tasks that encouraged such skills and promoted students’ agency to express their ideas toward topics of interest. The article explains the evolution of this project from when students sketched ideas, wrote the script, and presented their own TEDx talk at a school event to when they received the license to hold an independent TEDxYouth event. Results indicate that students developed critical thinking and strengthened English language proficiency. In addition, the organization of the licensed event helped to promote inquiry. The teacher-researcher improved her relational, teaching and evaluation practices, motivated by the engagement and positive behavior of the participants. The conclusions point to highlight the advantages of using TEDx talks in the language classroom to improve second language proficiency.

Keywords: action research; critical thinking; second language; project-based learning; TEDx talks.

Resumo

Este artigo apresenta os resultados de um estudo de pesquisa-ação que foi realizado durante um ano em uma aula de Língua e Literatura com 20 alunos da oitava série em Chía, Colômbia. Essa pesquisa retrata as palestras TEDx como uma das estratégias centrais da aula de inglês, que desenvolve uma variedade de habilidades pessoais, sociais, comunicativas e linguísticas. A intervenção pedagógica proporcionou discussões em sala de aula e tarefas argumentativas que estimularam essas habilidades e promoveram a agência dos alunos ao expressarem suas ideias sobre tópicos de interesse. O artigo explica a evolução desse projeto desde o momento em que os alunos esboçaram ideias, escreverem o roteiro e apresentarem sua própria palestra TEDx em um evento escolar até o momento em que receberam licença para realizar um evento TEDxYouth independente. Os resultados indicam que os alunos desenvolveram o pensamento crítico e fortaleceram suas habilidades no idioma inglês. Além disso, a organização do evento licenciado ajudou a promover a investigação. A professora-pesquisadora melhorou suas práticas de relacionamento, ensino e avaliação, motivada pelo envolvimento e pelo comportamento positivo dos participantes. As conclusões têm como objetivo destacar as vantagens de usar as palestras TEDx na sala de aula de idiomas para melhorar a proficiência em um segundo idioma.

Palavras-chave: pesquisa-ação; pensamento crítico; segundo idioma; aprendizado baseado em projetos; palestras TEDx.

DOI del artículo: https://doi.org/10.26620/uniminuto.inclusion.11.1.2024.18-30

Teaching Language Arts with TEDx talks to eighth graders: a case study

Furthermore, the discussion section focuses on the impact of this research on the project’s different stages and shapes. The findings will be presented as new objectives for further research related to the importance of studying and analyzing the hermeneutics beneath the students’ TEDx writings.

This paper concludes with recommendations and conclusions regarding the use of TEDx materials in language classes. Analyzing teenagers’ feedback on their TEDx experience can be a valuable tool for developing language skills and promoting critical thinking in students. This, in turn, can help them navigate the world and become agents of change by inspiring others with their ideas.

Literature review

Teaching involves continuous rethinking of the world amidst ongoing changes. In this context, the renowned educator and philosopher explores the dichotomy between the roles of teachers and students, advocating for the co-construction of knowledge through critical thinking, as proposed by Freire (1970). The initial chapters of the book introduce an innovative approach to education. He opens doors to conceiving learning and teaching from a state of awareness that recognizes every person as an active participant in these two-way processes.

According to Freire (1970), concern for humanization prompts the immediate realization of dehumanization as a historical reality. This perspective on humanizing education is vital in considering what it should promote. Furthermore, the TEDx process in English class is founded on the principles of critical thinking to cultivate an understanding of the humanization of knowledge. As a result, the role of the teacher is transformed into that of an Educator of Hope, who encourages the desire to alter and reform classroom practices, while also undergoing personal transformation. The English Language Arts class’s inclusion of TEDx talks provided learners with opportunities to express themselves and their points of view, work collaboratively, value diverse perspectives, and participate freely.

Secondly, following the same premise as Hope, it is important to consider the well-being of others and to be motivated by social action that highlights social responsibility for the purpose of ongoing improvement. Freire (1970) argues that words and actions are closely intertwined, and therefore, an action is truly human when it is both a profession and a concern, as well as a reflection. A positive classroom environment for teaching and learning involves students and teachers being aware of each other’s characteristics. The students should be viewed as agents of change who can learn from their mistakes and are willing to adapt. It is important for those who are committed to public service to regularly reflect on their own identity. Therefore, it is important for students and teachers to engage in self-evaluation in order to continuously improve and promote positive learning in the classroom.

Everyone is subject to power and therefore narrates their experiences, anecdotes, and perceptions of global issues with critical thinking.

In terms of creating a meaningful classroom, Freire (1970) argues that revolutionary leadership should practice co-intentional education. Both teachers and students understand that they are constantly creating knowledge through shared meditation and action in the classroom. The presence of the oppressed in the fight for their freedom should be a dedicated commitment, not just feigned participation. This approach fosters togetherness and facilitates knowledge-building between teachers and students. It also encourages reflection on the process and making necessary changes. The proposal aims to foster a commitment to learning, a passion for knowledge, and an ideal classroom open to dialogue.

On the same page, levels of teacher-student connection, whether inside or outside the classroom, can be examined to demonstrate its narrative nature. A narrating subject is involved in this, making students and teachers visible as subjects of power and changing the dichotomy between teacher and student roles. Everyone is subject to power and therefore narrates their experiences, anecdotes, and perceptions of global issues with critical thinking. In addition, teachers are both classroom subjects and narrators who learn, reflect, and make changes for themselves and others through practice.

TEDx in the language classroom

Garcia’s (2019) doctoral thesis analyses the motivation to learn English as a foreign language for public speaking. The study used TED talks as a multimodal pedagogical tool with 151 engineering students at the Technical University of Cartagena in Murcia, Spain. The aim was to achieve meaningful learning and integrate the students’ interests with the professional world of electrical or mechanical engineering. The study also addressed the international character that the English language has acquired due to its extensive diffusion and widespread use among the global population (Dewey, 2007). The TED talks were selected to increase students’ interest and analyze best practices in terms of verbal and non-verbal language usage. This study aimed to motivate students to view TED talks as opportunities to explore and imagine a range of identities for their future, based on the topics they felt most affinity with. The goal was to increase their motivation and competence in using the English language as a professional requirement for successful performance in their field of work, particularly in public speaking.

Furthermore, Madarbakus’s (2021) doctoral thesis implements TED talks and a metacognitive strategy based on tasks for the framework of listening comprehension (task-based metacognitive instruction for listening [TBMIL]) in the English for Academic Purposes (EAP) program. This program is taught prior to the official academic period at a university in New Zealand. This study demonstrates a detailed and intentional structuring of work with students, aiming to develop their English listening comprehension through the framework of metacognitive teaching (TBMIL). As a result, it provides a form of introspection that allows students to become aware of their performance in oral comprehension skills. It also facilitates processes of recognition and self-evaluation regarding their strengths and areas for improvement. This had an impact on the teacher’s pedagogical approach, as continuous progress could be established by considering the metacognitive processes of the students. This helped them to improve this skill either autonomously or guided in the classroom.

Method

This study is based on the principles of the Action Research approach (Lewin, 1944). The students have been active participants in the study from the beginning. The inquiry originated from them, and the interventions are made by them, for them, and with their input. Additionally, the classroom impacts future practices through the learners’ feedback and experiences. In essence, students play a significant role in shaping their education by actively participating in the learning process, conducting research, engaging in discussions, and developing their TEDx talk paper.

Additionally, action research acknowledges the teacher’s role not only as a knowledge facilitator but also as an observer who takes daily action to enhance classroom practices. By becoming part of the research, the educator is self-observed and influenced in the intervention. This makes them an important subject for analyzing and studying professional development and its direct impact on pedagogical practices, classroom results, and student learning and motivation.

Teaching approach

Project-Based Learning (PBL) was chosen as the teaching approach, as the school’s principles are student-centered. PBL allows students to explore and learn by doing, encountering a variety of learning environments that prepare them to solve real-world challenges. Therefore, the TEDx idea is valid in promoting the analysis and critical thinking skills necessary to address global issues. Learners found the approach highly interesting and believed it could raise awareness and encourage positive actions towards the presented subject matter. The language used is clear, objective, and value-neutral, with a formal register and precise word choice. The text adheres to conventional structure and formatting features, with consistent citation and footnote style. The structure is clear and logical, with causal connections between statements. The text is free from grammatical errors, spelling mistakes, and punctuation errors.

Topic analysis and selection

This stage was crucial as students discussed their choices with their classmates. Through this process, they shared ideas and helped each other make a final decision on whether to change the topic, adjust it, or stick with their original choice. Additionally, there was negotiation during this stage. For instance, some students discovered that they had selected similar topics and proposed two options: The students either changed their decision for a second topic on their list or chose the same topic but with a different focus. The final topic choices of the students are listed in the Table 2.

Investigation

The research stage lasted for a month and involved students searching for information on the chosen topic both in the classroom and at home. The process included individual work as well as one-to-one sessions between the student and teacher. The accuracy, content, quality, references, and sources of the information were evaluated by both the student and teacher. The student provided ideas and reasons for selecting the information. The teacher provided guidance and direction to the student in case of any inconsistencies. This two-way discussion enabled the student to conduct further research and obtain more useful information for the upcoming session.

Scriptwriting

The writing stage of the study, which lasted for three months, demanded constant dedication, correction, and elaboration from the students. They wrote their scripts both at home and at school, with the latter providing the benefit of having a teacher present to monitor their language use and answer any questions. On one hand, this

Results

This study produced three significant results. Firstly, the teacher’s intervention had a significant impact on the teacher themselves. Secondly, the students who actively participated in the intervention generated actual results related to their experience and reflection. Finally, the study found that a classroom intervention can have a large-scale impact on the school at a national level.

The teacher has four years of experience teaching seventh and eighth grade at the school. They have encountered various situations with learners and have utilized a range of approaches, materials, and methods to create enjoyable and meaningful learning experiences. Additionally, they have gained insight into students’ learning styles, reactions, and emotions in the classroom. Therefore, the desire to innovate in the classroom and the expertise were the motivation behind changing the practices to facilitate more experiential and meaningful learning. This led to an inquiry that later became the pedagogical interest for the school year, resulting in the PBL proposal of TEDx Talks.

The teacher was an active participant in the process and became highly involved as a learner. The students aimed to be highly critical and objective in their analysis of the addressed issues.

During the practice, the teacher underwent changes due to interventions. The TEDx project involved numerous ideas, proposals, changes, and unexpected variations, which prompted the teacher to reflect on their practices repeatedly. The teacher was an active participant in the process and became highly involved as a learner. They discovered many new things during the study and were influenced by the current way of thinking about teaching. This experience changed their perspective.

The students were active participants and had the freedom to choose their topics and brainstorm ways to answer the essential question: ‘How can we make a positive change?’ Since then, the perception of the English class has had its ups and downs, including stress, anxiety, and nervousness, but also feelings of challenge, learning, demand, and high responsibility. This essential question prompted significant involvement from the students, who were eager to learn more about the topic. The students aimed to be highly critical and objective in their analysis of the addressed issues. They supported their arguments with evidence and defended their positions, with the goal of influencing their audience.

As active participants in the pedagogical intervention, they were required to write a reflective paper describing their experience. Table 3 displays selected extracts from the students’ reflections. These papers are included in the teaching and learning records for further analysis of language use and critical thinking in student narratives.

The project was shaped to make it more meaningful for the students by continuously evaluating and checking for adjustments, changes, and adaptations based on the stages of the study. This allowed for the creation of a learning space called the Opportunities Classroom, which mobilizes students and is mobilized by them. The classroom listens to their opinions, proposals, ideas, and thoughts about various social topics of common concern. Furthermore, this project aims to facilitate knowledge sharing and collaboration among educators. The language used in the text is clear, objective, and free from bias or ornamental language. The text adheres to conventional academic structure and formatting, with consistent citation and footnote styles. It can be adapted to meet the needs of different classrooms and areas of study, while prioritizing student input. The grammar, spelling, and punctuation are correct. No changes to the content have been made.

The Problem-Based Learning (PBL) approach is a useful tool that provides ample opportunities for students to practice their English language skills while developing knowledge and skills to become agents of change in global issues. As a result, classroom projects become spaces for learning and teaching, where students can interact with their teachers, peers, and classmates to explore a variety of teaching and learning methods. This approach fosters the development of knowledge, active listening, and mutual awareness, creating a respectful classroom environment that promotes social consciousness. This, in turn, enables individuals to become critical thinkers and take action on global issues that affect people at both local and international levels.

Conclusion

The experience of working with eighth graders for an entire academic year has demonstrated the effectiveness of the PBL approach in creating a TEDx talk that addresses the essential question: How can we make a positive change? The text demonstrates that it integrates various language and cognitive processes, including topic analysis, research, script writing, peer evaluation, and rehearsal for the presentation. This resulted in comprehensive work and a successful presentation that received praise from fellow students, administrators, and teachers.

The proposal for an innovative classroom included the TEDx talk process as an academic project in the English Language Classroom. This fostered a variety of skills, changed students’ practices, and facilitated more experiential and meaningful learning. Students were encouraged to express their beliefs, feelings, ideas, opinions, and thoughts about a topic of their concern, showing critical thinking in their narratives.

Then, in their final reflective paper, students can communicate their perspectives on the experience, including what they enjoyed and what they did not. According to their feedback, the experience was mostly positive as it helped them improve their language skills and provided them with the opportunity to freely express themselves on topics of their interest.

Additionally, the TEDx experience had an impact on the teacher as well. As a learner, she was highly involved in the process and discovered new things as the study progressed. She was also influenced by the current way of thinking about teaching English as a means to foster critical thinking processes, which were consolidated in the writing process of a TEDx talk.

The study has some limitations related to class duration and student participation. Some classes were shorter than usual due to school activities, and there were several Monday holidays that resulted in cancelled classes. It was necessary for them to catch up quickly. Some classes were shorter than usual due to school activities, and there were several Monday holidays that resulted in cancelled classes. Additionally, some students were absent on certain days, causing them to fall behind in the process and potentially feel lost.

Further research is recommended on critical thinking to analyze the content of students’ TEDx talks and study discourse analysis in three areas. Firstly, the students’ narratives in constructing their TEDx talks. Secondly, the students’ final narratives to understand their perceptions of all the processes they undertook, from the initial to the final stages. Furthermore, it is necessary to examine the effectiveness of language in oral presentations, including body language, engagement with the topic, topic development, connection with the audience, and most importantly, the ability to persuade and encourage reflection on issues of common concern. Finally, TEDx talks offer a wide range of research opportunities across various fields, from human themes to structural targets.

References

Blom, K. (2022, November 18). You do not find happiness, you create it [video]. Recuperado de katarina_blom_you_don_t_find_happiness_you_create_it

Dewey, J. (1987). My pedagogic creed. University of Chicago Press.

Dewey, M. (2007). English as a lingua franca and globalization: an interconnected perspective. International Journal of Applied Linguistics, (17), 332-354. Recuperado de 10.1111/j.1473-4192.2007.00177.x

Freire, P. (1968). Pedagogy of the Oppressed. The Continuum International Publishing Group.

Kramsch, C. (1998). Language and Culture. Oxford University Press.

Lewin, K. (1944). The dynamics of group action. Educational leadership, 1(4), 195-200 [versión PDF]. Recuperado de el_194401_lewin.pdf

Madarbakus-Ring, N. (2021). Using metacognitive strategy instruction in a TED Talks-based L2 listening program [Doctoral Thesis, Victoria University of Wellington]. Recuperado de 10.26686/wgtn.15020043.v1

Moran, P. R. (2001). Teaching culture: Perspectives in Practice. Heinle & Hinle.

Derechos

Artículo de investigación / Research Article / Artigo de pesquisa