This study examined the efficacy of integrating Technology, Entertainment, and Design Talks (TED Talks) into a tertiary-level general English course in Korea, focusing on task-supported lexical development, learner perceptions, and psychological empowerment. An explanatory sequential mixed-methods design was implemented with 20 undergraduates in a 15-week English course, of whom 17 completed all vocabulary assessments. Data collection included pre- and post-administrations of the vocabulary size test, a perception survey, and semi-structured interviews. Quantitative data were analyzed via paired-samples t-tests and non-parametric tests for survey dimensions, and qualitative data through reflexive thematic analysis, with integration achieved through a side-by-side comparison strategy. Results revealed a statistically significant vocabulary gain of approximately 1,076 word families (p < .001), corresponding to a large effect size (d = 1.04). While the lack of a control group limits causal claims, this improvement situates learners materially closer to lexical thresholds required for authentic discourse comprehension. Survey findings indicated uniformly positive perceptions regarding vocabulary and listening development; however, ratings for personal relevance exhibited greater variability. Thematic analysis elucidated these patterns, identifying three interconnected themes: (1) positive English learning experiences, (2) strategy-embedded English learning gains, and (3) psychological empowerment. These themes illustrate how innovative pedagogy, scaffolded instruction, and self-regulated strategies link authentic multimodal resources to measurable progress and profound learner transformation. In sum, the study provides robust evidence that TED-based instruction is a scalable and contextually appropriate methodology for English as a foreign language (EFL) education, demonstrating that authentic resources, when embedded in structured pedagogical tasks and curated diversity, can accelerate vocabulary learning while fostering motivation, self-efficacy, and future-oriented learning identities.
Al-SurmiM. (2012). Authenticity and TV shows: A multidimensional analysis perspective. TESOL Quarterly, 46(4), 671–694. https://doi.org/10.1002/tesq.33
2.
AstikaG.KurniawanA. (2020). The challenges of using TED Talks as authentic resources of academic listening for EFL university students. Indonesian Journal of Applied Linguistics, 9(3), 589–598. https://doi.org/10.17509/ijal.v9i3.23209
BraunV.ClarkeV. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis?Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
5.
BrookfieldS.D. (2000). Transformative learning as ideology critique. In MezirowJ. & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 125–148). Jossey-Bass.
6.
Cárdenas-ClarosM.S.SydorenkoT.HuntleyE.Montero PerezM. (2023). Teachers’ voices on multimodal input for second or foreign language learning. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231216044
7.
ÇekiçA. (2022). Incidental L2 vocabulary learning from audiovisual input: The effects of different types of glosses. Computer Assisted Language Learning, 37(4), 896–923. https://doi.org/10.1080/09588221.2022.2062004
8.
ChenC.TruscottJ. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics, 31(5), 693–713. https://doi.org/10.1093/applin/amq031
9.
CohenJ. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
10.
CrantonP. (2006). Understanding and promoting transformative learning: A guide for educators of adults (2nd ed.). Jossey-Bass.
11.
CreswellJ.W.Plano ClarkV.L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
12.
DirkxJ.M. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 2006(109), 15–26. https://doi.org/10.1002/ace.204
FengY.WebbS. (2020). Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective?Studies in Second Language Acquisition, 42(3), 499–523. https://doi.org/10.1017/S0272263119000494
15.
FiévezI.Montero PerezM.CornillieF.DesmetP. (2020). Vocabulary learning through viewing captioned or subtitled videos and the role of learner- and word-related factors. CALICO Journal, 37(1), 1–26. https://doi.org/10.1558/cj.39370
JelaniN.A.M.BoersF. (2018). Examining incidental vocabulary acquisition from captioned video. ITL–International Journal of Applied Linguistics, 169(1), 169–190. https://doi.org/10.1075/itl.00011.jel
18.
JungH.-Y.ChaK.-W. (2015). Effects of shadowing using TED on EFL learners’ listening skills. Multimedia-Assisted Language Learning, 18(3), 257–276. https://doi.org/10.15702/mall.2015.18.3.257
19.
KumaravadiveluB. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
20.
LauferB.HulstijnJ. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. https://doi.org/10.1093/applin/22.1.1
21.
LiY.GaoY.ZhangD. (2016). Speak like a TED speaker: A case study of TED-motivated English public speaking study in EFL teaching. Higher Education Studies, 6(1), 53–59. https://doi.org/10.5539/hes.v6n1p53
22.
LiouH.TsengY. (2022). A corpus-based study of phrasal verbs with key meanings in TED Talks. English Teaching and Learning, 46(4), 395–415. https://doi.org/10.1007/s42321-021-00101-6
23.
LiuC.-Y. (2023a). Specialized vocabulary in TED Talks and TED-Ed animations: Implications for learning English for science and technology. Journal of English for Academic Purposes, 65, Article 101293. https://doi.org/10.1016/j.jeap.2023.101293
24.
LiuC.-Y. (2023b). Are TED Talks potential materials for learning specialized vocabulary? A case of medical vocabulary. English Teaching & Learning, 47(1), 97–118. https://doi.org/10.1007/s42321-021-00105-2
MiltonJ. (2009). Measuring second language vocabulary acquisition. Multilingual Matters & Channel View Publications. https://doi.org/10.2307/jj.29308413
32.
MishanF.TimmisI. (2015). Materials development for TESOL. Edinburgh University Press.
33.
Montero PerezM.Van Den NoortgateW.DesmetP. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720–739. https://doi.org/10.1016/j.system.2013.07.013
34.
MoodieI.NamH. (2016). English language teaching research in South Korea: A review of recent studies (2009–2014). Language Teaching, 49(1), 63–98. https://doi.org/10.1017/S026144481500035X
35.
NationI.S.P. (2006). How large a vocabulary is needed for reading and listening?The Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59
36.
NationI.S.P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
37.
NationI.S.P.BeglarD. (2007). A vocabulary size test. The Language Teacher, 31(7), 9–13.
38.
NguyenC.D.BoersF. (2019). The effect of content retelling on vocabulary uptake from a TED Talk. TESOL Quarterly, 53(1), 5–29. http://www.jstor.org/stable/45214907
39.
NurmukhamedovU. (2017). Lexical coverage of TED Talks: Implications for vocabulary instruction. TESOL Journal, 8(4), 768–790. https://doi.org/10.1002/tesj.323
40.
PetersE. (2019). The effect of imagery and on-screen text on foreign language vocabulary learning from audiovisual input. TESOL Quarterly, 53(4), 1008–1032. https://doi.org/10.1002/tesq.531
41.
PetersE.HeynenE.PuimègeE. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134–148. https://doi.org/10.1016/j.system.2016.10.002
42.
PetersE.WebbS. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551–577. https://doi.org/10.1017/S0272263117000407
43.
RashtchiM.MazraehnoM.R.T. (2019). Exploring Iranian EFL learners’ listening skills via TED Talks: Does medium make a difference?Journal of Language and Education, 5(4), 81–97. https://doi.org/10.17323/jle.2019.9691
44.
ReindersH.WhiteC. (2016). 20 years of autonomy and technology: How far have we come and where to next?Language Learning & Technology, 20(2), 143–154. https://doi.org/10.64152/10125/44466
45.
RichardsJ.C. (2015). Key issues in language teaching. Cambridge University Press.
46.
RodgersM.P.H. (2020). The images in television programs and the potential for learning unknown words: The relationship between on-screen imagery and vocabulary. In WebbS. (Ed.), Approaches to learning, testing and researching L2 vocabulary (pp. 191–211). John Benjamins. https://doi.org/10.1075/bct.109.itl.00012.rod
47.
RodgersM.P.H.WebbS. (2020). Incidental vocabulary learning through viewing television. ITL–International Journal of Applied Linguistics, 171(2), 191–220. https://doi.org/10.1075/itl.18034.rod
SonbulS.SchmittN. (2010). Direct teaching of vocabulary after reading: Is it worth the effort?ELT Journal, 64(3), 253–260. https://doi.org/10.1093/elt/ccp059
51.
SukrutritP. (2025). Upgrading English public speaking skills in Thai EFL students through imitating TED Talks videos. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 673–699. https://doi.org/10.70730/NNOL4216
52.
SwainM. (2005). The output hypothesis: Theory and research. In HinkelE. (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Routledge.
53.
TaylorE.W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26(2), 173–191. https://doi.org/10.1080/02601370701219475
54.
TaylorE.W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 2008, 5–15. https://doi.org/10.1002/ace.301
55.
TilwaniS.A.VadivelB.Uribe-HernándezY.C.WekkeI.S.HaidariM.M.F. (2022). The impact of using TED Talks as a learning instrument on enhancing Indonesian EFL learners’ listening skill. Education Research International, 2022, Article 8036363. https://doi.org/10.1155/2022/8036363
56.
TsengG.LiuY.-T.FanS.Y.-C. (2025). Gesture to learn, hum to speak: Promoting L2 pronunciation through non-verbal techniques. English Teaching & Learning. Advance online publication. https://doi.org/10.1007/s42321-025-00208-0
57.
UchiharaT.WebbS.YanagisawaA. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559–599. https://doi.org/10.1111/lang.12343
58.
van ZeelandH.SchmittN. (2013a). Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609–624. https://doi.org/10.1016/j.system.2013.07.012
59.
van ZeelandH.SchmittN. (2013b). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?Applied Linguistics, 34(4), 457–479. https://doi.org/10.1093/applin/ams074
YangF.-Y. (2020). EFL learners’ autonomous listening practice outside of the class. Studies in Self-Access Learning Journal, 11(4), 328–346. https://doi.org/10.37237/110403
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
