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FEDERAL STATE AUTONOMOUS EDUCATIONAL INSTITUTION

FOR HIGHER PROFESSIONAL EDUCATION

NATIONAL RESEARCH UNIVERSITY HIGHER SCHOOL OF ECONOMICS

Faculty of Humanities

Teaching English with Ted talks

Moscow, 2020

1.1 Cognitive Load Theory

1.2 The advantages of video in the learning process

1.2.1 Watching video vs reading

1.2.2 How video activates emotions

1.2.3 Why video is more preferable for millennials

2. Ted talks for learning English

2.1 The key features of the Ted talks for learning English

2.1.1 Listening skills

2.1.2 Vocabulary skills

2.1.3 Reading skills

2.1.4 Writing skills

2.1.5 Speaking skills

2.1.6 Oral presentation skills

2.1.7 Personalization of learning

2.1.8 Learners' independence

2.1.9 Ted talks as a motivational factor

3. Motivation as an important variable in language learning

3.1 Self-Determination Theory

3.2 Types of motivation

3.2.1 Instrumental motivation

3.2.2 Integrative motivation

3.2.3 Intrinsic motivation

3.2.4 Extrinsic motivation

3.3 The role of motivation in language learning

3.4 Conditions for motivation

3.5 Key factors of motivation

3.6 How Ted talks increase students' motivation

4. Methods

4.1 Participants

4.2 Measures

4.3 Procedures

4.4 The structure of the course

5. Ted talk lesson plan

6. Results

7. Discussions

Conclusion

References

Introduction

Nowadays modern technologies have changed the world in a diverse and better way. Thanks to the World Wide Web new working conditions and improved ways of communicating and transacting among people are created. In consequence, the rapid flow of information, capital, and services on a global scale have become managed. Modern IT programs and apps have influenced the educational process. Such online resources as YouTube, MOOCs (Massive Open Online Courses), and different language online applications have permitted language education to reach a new level. At the same time, the importance of learning English is led more not by personal interest but by the necessity of modern life. English is the main language of the global market, politics, science, and education. A good career requires an international level of professionalism, which is impossible without knowing English. All scientific researches, educational papers are published in English. That is why the knowledge of English is one of the tools, which help to improve skills and grow up in the profession. Under these conditions, we need to consider what the process of teaching English for today is. The main idea in education is to grow motivation in students for further self-education, which continues after the lessons. It is important to understand what motivation is and how it works; what tools are useful for learning and which ones are inefficient and do not bring any benefit, on the contrary even destroy students' interest.

Motivation in case of study is an essential part of successful education. In frames of this work, we consider the motivation in learning languages, and especially in learning English. As a highly complex psychological process, involving the nervous activity, cognition, emotional realm, and the stable personality traits that allow people to interact with their environment, motivation makes the process of study more productive. This psychological process aims at fulfilling the needs of individuals and therefore, triggers their behavior. “Motivation is a force that activates, encourages, directs, and keeps goal-directed behavior” (Woon, 2016). In terms of learning languages, motivation can be defined as “the combination of attempt plus desire to acquire the aim of learning the language plus favorable attitudes toward learning the language” (Gardner, 1972). Motivation is an important thing because during the study students usually lose it and do not succeed in learning language therefore it is very important to keep it and not to lose. This task depends on the sources that students use for learning a foreign language.

The purpose of this research is to analyze the Ted talk platform as a perfect tool for learning English and find out how it increases students' motivation. One of the great tools of education, which gets popularity nowadays, is the Ted.com - a free platform with encompassing a great variety of topics. Scientists, experts, and any volunteers are welcome to tell about some problem, issues, their field of work, or just share their thoughts for ten or fifteen minutes. There are many advantages of watching these Ted talks, which are full of academic vocabulary and showing how the presentation should look like, and help students to be interested in a lesson and not to lose motivation.

Taking into consideration all mentioned above, we can formulate the following tasks that have been necessary for the implementation of this research work. Firstly, we need to discover what makes video a useful educational resource. Secondly, we need to highlight the key features of the Ted talks and explain how using Ted talks make the process of studying better. Finally, we need to explain how to use this platform most efficiently by preparing a model for a lesson to work with Ted talks.

The following methods are used: literature review of papers on the topic of previous researches in the field of studying English as a foreign language with the Ted talks. Exploring the question of how the Ted talks increase students' motivation, the survey had been designed. Analysis of the results obtained from the survey for students of the Higher School of Economics who used Ted talks during their Businesses English course allowed us to make conclusions about the impact of Ted talks on students' motivation.

From the methodological point of view, the research process for this paper consists of two parts. The first part is dedicated to the literature review. First of all, we analyzed previous studies dedicated to the use of the Ted talks specifically in education. The second part of the research provides the plan of a lesson that shows how to work with the Ted talks and create tasks for training all language skills and the results of the survey for students of the Higher School of Economics while studying the business English course.

The academic value of this research lies in the contribution to the discussion of studying the Ted talks as a resource for teaching and learning English. This research could be significant for EFL teachers because it demonstrates how valuable the Ted talks are and how to integrate this resource into a university curriculum to increase students' motivation for learning English. The tasks created for the research may be used for teaching university students of B2 and C1 levels.

1. The impact of watching video in educational process

Nowadays many online resources and different phone apps offer a huge amount of authentic material, interesting lessons, and special games for learning new vocabulary and grammar. Such tools also can inspire teachers to create original lessons that can motivate students and serve as a trampoline for building a successful career. The main focus in such applications is on the video component of the content and bright design. Video is still the most popular tool for learning, and there are some reasons for that. The first who started to talk about benefit from the video was an educational psychologist John Sweller in the late 1990-s. Sweller wanted to find out what characterizes video that really works well to educational purposes, what are the features of video that make them really great for learning. Trying to solve the problem of informational processing John Sweller developed Cognitive Load theory.

1.1 Cognitive Load Theory

The Cognitive load theory has its foundations at the beginning of Cognitive Science, which was developed by G.A. Miller in the 1950s. It perhaps that Miller was the first who suggested that working memory capacity has inherent limits. The results of his experiments showed that human's ability to hold pieces of information in short-term memory varies from five to nine units. Later in the early 1970s, the term "chunk" has been introduced to depict how individuals might organize data in short-term memory.

In the late 1980s, John Sweller started to develop cognitive load theory (CLT) while studying the process of problem-solving - how students deal with difficult tasks. Investigating how learners work with problems, Sweller and his associates came up with the idea that students often use a strategy called means-ends analysis for problem-solving. Means-ends analysis suggests solving problems by considering obstacles that appear on the journey from the initial problem state to the goal state. The removal of these obstacles (and, in a recursive way, the obstacles within the way of dispensing with these auxiliary obstacles) helps to define as (easier) subgoals to be accomplished further. When all of the subgoals have been accomplished and it implies when all of the obstacles are out of the way, at that point the most objective of interest has been accomplished. Due to the subgoals have been called up by the ought to solve this fundamental objective, the means-ends investigation can be clarified as a search procedure in which the long-range objective is continuously kept in mind to direct problem-solving.

Sweller supposed problem solving by means-ends analysis demands a generally huge sum of cognitive processing capacity. He also suggested that instructional designers ought to avoid this pointless cognitive load by planning clear instructional materials. It is important to mention that Sweller was not specifically looking at language teaching and language learning. Instead, he was looking at training videos, videos teaching people how to do anything. However, a lot of his ideas really apply very well to the English classroom.

Sweller describes what is going on when someone gets the information in the form of a video. First of all the two modes of information, audio, and visual information, coming to the person's brain specifically goes into to what he calls sensory memory. Sensory memory is short-term memory, which basic function is to be able to watch something and pay attention to it. As information comes to a sensory memory we apply the process of attention and selection some of it is conscious, we do it by choice, and some of it happens automatically with the function of the brain. The brain helps us to pay attention to the things and select information, to focus on by filtering out distractions in the environment. We might also choose certain things in the incoming message to focus on. Through this process of attention and selection, the information coming from the video goes into the working memory. The main function of working memory is executive. It is responsible for processing, using, and remembering information on a daily basis. In working memory we can have several ideas going on at one time. For Sweller learning takes place when information goes from the working memory up into the long-term memory. The major of Sweller learning take place in what he calls “retrieval” when we take information back from long-term memory. Sweller thinks that you have learned the information if you can retrieve it later. We can find an example in a language classroom if learners are able to use grammar and vocabulary the following week after they have studied it in the lesson this would be an instance of retrieval from long-term memory.

Ful. Cognitive load theory

Sweller makes two further observations about this whole system. Firstly, long-term memory is at least in theory unlimited. There is no limit to the amount of information that we can hold in our brain in long-term memory. Secondly, working memory is limited. Sweller's conclusion is if working memory is limited then that is what we need to focus to maximize the process of learning. If the working memory is overworked, it confused the learning. From these arguments, we could suggest that video response to the terms of cognitive load theory and prove it due to the next facts.

1.2 The advantages of video in learning process

The video itself is more preferable for learners. While watching videos students are doing two things at the same time, watching and listening, two modes of information come: audio and visual. Thanks to these two modes of transfer information video become such a super-powerful educational tool because it conveys a lot of information very quickly. Video has sound and images that means that a huge amount of information can be carried from the video into someone's brain. Due to this fact, we can compare the speed of getting information by reading and by watching a video: two pages of literary text are equal to one minute of video. That is why students can learn more information with video for a shorter time then using reading books

1.2.1 Watching video vs reading

Watching a video and reading an article activate separate cognitive functions, because reading and watching require two different brain processes. When a person reads, he or she is actively involved in the process. Reading requires a longer attention span and deeper cognitive efforts. At the same time, videos are been processed by the brain 60,000 times faster than text. Humans are been hardwired to avoid demanding cognitive strain that is why this tendency toward “laziness” will often invite people to choose the information that is easy to process over the form that makes us put out a lot of effort. Meanwhile, reading is an active process. When a person reads an article, he or she creates thoughts about the content, activating the brain's mental structures. Reading requires the production of “inner voice,” which dials up our attention span. It shows that close reading is not an automatic process, but or maybe happens when we effectively process what we are reading. Watching a video, though, is passive. It is much less demanding and more of an automatic process, asking a lot less energy and effort on behalf of the person watching.

1.2.2 How video activates emotions

When we watch a video, we become immersed in it and create an empathetic connection with the screen. That is why we can respond emotionally. Seeing people do things on video can give learners an emotional response, they feel some emotional engagement with their language teaching materials that are going to give them something to connect the grammar and vocabulary, there will be ideas and feelings and emotions with the language.

Emotions are mediated by automatic physiological (motor-sensorial) reactions. The mirror-neuron mechanism can explain this process. A mirror-neuron is a neuron that fires not just when we ourselves perform an action, but also when we watch someone else perform that same action. Our brains mirror what is unfolding before us as in the event that we would be taking an interest in the activity, indeed in case we are just observing passively from the sideline. It clarifies the lack of difference between the cinema and real life: when it comes to mirror-neurons, we could actually be experiencing in small but significant ways the pain and supposedly also the pleasures of those we witness on screen. This neurological activity makes the spectator much more emotionally involved.

1.2.3 Why video is more preferable for millennials

Considering the benefits of watching videos in the educational process we can also highlight another plus that video is more preferable for the millennial generation. In 2001, Marc Prensky introduced the term “digital native” describing a person who has developed up with digital technology. These “digital natives” have habits and interests that are drastically diverse from those of past generations. “With the advent of the Internet and digital technologies, what was once considered normal daily activities are now replaced by video games, socializing on the net, and text messaging.”(M.Prensky,2001) With the great popularity of YouTube service, millennials are been used to watch videos about everything every day.

2. Ted talks for learning English

Successful learning a foreign language requires simultaneous developing skills in all four types of speech activity: speaking, listening, reading, and writing. Training materials should be selected according to the level of students' knowledge: elementary, pre-intermediate, intermediate, upper-intermediate, advanced. Moreover, there is a need for frequent repetition of the passed before entering a new portion of information. It is vital to use innovative advances that can increase the amount and quality of authentic language material to be learned within the classroom and successfully organize the autonomous work of students. The Ted talks as a modern hosting with lectures is a perfect educational tool for learners of English.

TED (Technology Entertainment Design) is a non-profit organization in the United States, which makes intellectual conferences. The organization's mission is to "spread unique ideas" ("ideas worth spreading"). Each lecture (or Ted talk) is freely accessible on the conference website for download and the YouTube video hosting service. At the moment, the TED-Ed channel has more than 11 million subscribers on YouTube, and each of the more than 2,500 videos has an average of 500,000 views. Speakers are generally specialists from different fields of studying - previous and current lawmakers, businesspersons, researchers, well-known public figures, scholars, and writers. Free TED-style conferences are been held in different countries, cities, and colleges, both in English and in the languages of the organizers, and are posted on a separate Ted Talks channel. Media resources from TED Ed can be categorized “as "massive open online courses", which are innovative educational developments” (Ivanova & Malygina, 2017). The basic highlight of innovative electronic resources, which contrasts from the conventional ones, is their interactivity. It includes the use of active forms of learning and hence stimulates students' autonomous educational activity. Consequently, students are involved in a multidimensional educational and inventive process and do not work with ready-made tasks of the written content in the textbook.

2.1 The key features of the Ted talks for learning English

The materials of the Ted talks website have been broadly used for educational purposes all over the world and exceptionally well known for their availability, motivating thoughts, and current topics. Foreign researchers admitted the essential highlights of Ted talks, which set a modern level for the learning process. Firstly, in a quickly changing educational environment, the Ted talks provide access to significant, up-to-date content from different areas of information. Such videos can increment students' inspiration and attract them in the study of modern subjects, stimulating excitement for continuous learning and personal development. Secondly, these lectures have been analyzed from the position of discursive analysis and have been characterized as “a new popularizing hybrid genre that occupies an intermediate position between a university lecture, a presentation for a conference speech and a television documentary” (Kosheleva, 2017). Last but not the least, the Ted talks give a wide field for explanatory investigation, permitting you to answer the question of how effective communication is achieved, what presentation skills are used by the speaker in a particular speech.

The Ted talks have some key features, which help students to improve different comprehension skills, such as listening, reading, writing, and speaking. It is important to consider using Ted talks in developing each of these skills.

2.1.1 Listening skills

Ted talks can enhance students' listening comprehension skills. Herron and Seay (1991) reported about the cognitive and emotional benefits from utilizing authentic video-based materials to progress listening comprehension at all levels of instruction with no negative impact on grammar, lexicon, or oral skills.

Another research conducted by Ruengkul A. & Sukavatee P. (2015) about using authentic videos in the EFL Taiwanese college classroom under the condition of combined treatment of pre-teaching vocabulary and question previewing, also confirmed that authentic video materials produce a positive effect on training listening comprehension skill.

One more paper that should be mentioned here is Asako's study (2013), which examined how Ted talks influenced Japanese college students' listening skills and investigated techniques to tailor the exercises for lower-proficiency students. The data analysis demonstrated improvement in students' listening comprehension, increasing the level of inspiration, and an increment in the capacity to understand diverse English accents. Kim (2015) examined the impact of implementing authentic video resources for progressing listening comprehension among Korean university students. The results also illustrated a significant advancement in listening comprehension skills among the intermediate and advanced proficiency groups after using the Ted talks.

Moreover, Ted talks are used as listening material by EAP teachers in the English Proficiency Program at Victoria University of Wellington in a number of ways. One teacher uses them to promote independent learning through an integrated project of listening, speaking, reading, and writing on a topic of interest to each learner in the class. Another uses a particular talk on development issues that also serves as an introduction to statistics. The Language Learning Centre at Victoria University of Wellington recommends Ted Talks for independent listening practice.

Ted talks can provide ESL students with authentic listening material in addition to any of the more structured and polished listening activities found in textbooks. Authenticity is been described, although not easily or without debate, as any text that has not been created specifically for language learning or simply, a text designed for native speakers (Harmer, 1983; Nunan, 1989). Since Ted talks are given to an audience of English speakers, they are authentic and generally jargon-free, and as mentioned earlier, very popular. They clearly fall into the authentic material category defined by Morrow (1977) and combined with the wide range of topics and speech lengths. Moreover, Ted talks can be defined as an authentic video because the speakers' native language is not always English, which is precisely what EFL students are likely to encounter in real life circumstances. “Videos expose students to authentic materials and to voices, dialects, and registers other than the teacher's and provide cultural contexts for the studied foreign language” (Zhao, 2005). Here we can highlight another benefit of Ted talks for English language learners - it may help them to realize that they do not have to be anxious of the way they speak English.

2.1.2 Vocabulary skills

All the Ted talks videos are accompanied by subtitles or transcripts, which can help students to learn new vocabulary. Canning-Wilson (2000) claims that pictures contextualized in video or on its own make reinforce the language provided the learner might see immediate meaning in terms of vocabulary recognition in the first language. Despite that, subtitles have in some cases been considered as distractors; nowadays the teacher ought to realize that “far from being a distraction and a source of laziness, subtitles might have a potential value in helping the learning acquisition process by providing learners with the key to massive quantities of authentic and comprehensible language input”(Canning-Wilson, 2000). Moreover, according to Talaván (2007), “text in the form of bimodal subtitles (foreign language audio with foreign language subtitles) helps learners monitor a speech that would probably be lost otherwise”. The efficient use of subtitles requires that the teacher explains how to use them as a support for learning new words, for better understanding, for correcting pronunciation or any other functional purposes. The website of Ted talk provides a range of possible scaffolding for learners, from visual support (such as graphics, pictures), the use of actual objects (such as ballbots in Fankhauser's talk about a newly developed robot that moves on a ball), translations, subtitles, glosses, and transcripts. This means that learners are been provided with many means of support for their comprehension. Another implication is that different Ted talks topics have varying vocabulary loads, so EAP students might be well served by listening to talks on topics that have a slightly lower vocabulary load at 8,000 (design, entertainment, and science). Learners can also use the transcription tool on the Ted talks website to regularly check their understanding of specific sections of a talk. They can also use dictionaries to generate a more intensive reading exercise.

2.1.3 Reading skills

Ted talks are moreover a profitable resource for expanding the students' reading comprehension skills. The recent studies of Torabian and Tajadini (2017) conducted an investigation about the effects of using authentic videos on EFL reading comprehension among university students. The data analysis showed a significant accomplishment in reading comprehension of the experimental group compared to the control group. Results proved that authentic videos could be considered as a successful instructional tool for improving English reading comprehension and as an important teaching resource in the English teaching process.

2.1.4 Writing skills

As it was already mentioned, Ted talks are perfect authentic materials. Using authentic video helps to develop writing skills: “the impacts of two visual advance organizers on the comprehension and retention of a written passage in a FLES (Foreign Language in the Elementary School) program were compared: (a) video and (b) pictures plus teacher narrative” (Hanley,1995). The results showed that video was a more successful development organizer than the pictures plus teacher narrative. These findings can serve as evidence of a video's potential to enhance learners' comprehension. Other studies highlighted the benefits “of using different types of authentic video (expository, observational, interactive and reflective) for essay composition” (Snow, 2012); “for narrative text writing in terms of content, organization, vocabulary, grammar” (Anggraini, Yasin & Radjab, 2014).

2.1.5 Speaking skills

Ted talks also provide language learners with the opportunity to progress their speaking skills. Weyers (1999) studied the impact of using authentic videos for Spanish learners' speaking output. According to him: “The performance on both listening comprehension and oral production of the experimental group that was exposed to watching a television show for one hour per day for eight weeks was significantly better than the control group that followed the regular curriculum without the video” (Weyers 1999). Kurniawan (2013) stated that “the implementation of using movies as a medium to teach speaking was effective to boost the Indonesian EFL learners' average score in speaking”. Abdelkarim (2013) emphasized that authentic videos provide sufficient introduction to language use, prepare students for speaking practices, and help them to increase their level of accomplishment in speaking. In summary, “the studies have shown that using video to improve students' speaking ability is appropriate” (Abdelkarim, 2013).

Ted talks could provide a good example of public speaking. It is a useful skill for students to learn and practice. Storytelling is a powerful way to connect emotionally with an audience. Once, they know the secrets shared by communicators, you can adopt and stand out in your next presentation; it is also a way to help students improve their speaking skills. Watching the Ted talks presentation will also teach them how to incorporate inspirational elements, and it will show them how to reflect themselves as a leader and communicator. If they cannot inspire others with your ideas, it does not matter how great the ideas are. Just say it will help you become more courageous in speaking or communicating. They can use the opportunity to speak in public as a motivation to dive into more topics. Every opportunity to talk to a group that you respect can break away and do something unique within you.

2.1.6 Oral presentation skills

It is evident that Ted talks, as an authentic activity, help to reduce the business major's public speaking anxiety by providing a native-speaking model to imitate. Using Ted talks help learners to know their own audience, regardless of how practiced your learners being at public speaking. There are some very effective strategies to use to deliver engaging talks. Speaking performance apprehension especially happens under formal or in some cases informal situations that can potentially hinder people from fully achieving their academic or, in some cases, professional goals (Lightbown & Spada, 2001).

Speaking apprehension includes a sense of uneasiness and unexplainable fear that usually accompanies or follows a speaking experience that has been referred to as speech anxiety (McCroskey, 2005). Semi-structured interviews with participants revealed that Ted talks represent an effective educational tool for developing both hard cognitive skills (oral presentation skills, vocabulary retention), and affective skills (anxiety level). ESP university students interviewed reported great gains, participants list certain reasons to adopt Ted talks as an effective educational tool. ESP students view that the introduction of Ted talks is beneficial with regard to money, as the video-recordings are available online for free without any charge except the Internet connection expenses, such high-quality presentations offered completely free of charge. Another important issue students raised as a direct reason to use as an educational tool is that Ted talks deliver thought-provoking ideas in an entertaining way, it is both a high-quality and interesting tool for providing language learners with precious ideas for listeners. In addition, it is possible for learners to attend live Ted talks within one's community.

Independent Ted events, which are been often hosted by educational institutions, allow interested individuals to interact directly with the speakers and to continue discussions after watching these talks or presentations. In addition, participants also emphasized the psychological aspects of watching the Ted talks, they perceive that watching confident presenters help them increase self-confidence. Giving perfect oral presentations or public speeches entails a paramount degree of self-control, it is the art of express the self and impressing the other. Therefore, Ted is a style of giving presentations, lectures, and speeches that deserve to be appreciated and imitated by language learners.

Ted talks suit the nature of ESP courses as Ted talks presenters share the latest innovations in a variety of fields including science and technology. As such, these talks are inherently interesting for students, thereby increasing enthusiasm for study (Rubenstein, 2013; Sugimoto & Thelwall, 2013;). Moreover, the structure clarity of the presentations lends themselves easily to teaching oral presentation skills (Cain, 2016). In his study, Nugraheni (2017) concurs that online videos represented in Ted talks duly improved students' public speaking skills from the viewpoints of both students and lecturers. Gwee and Toh-Heng, (2015) envisaged that developing student oral presentation skills can be possible with the help of mobile devices. Ted presentations also enhance spoken academic discourse (Theunissen, 2014). The use of Ted talks provided students with all the communicative elements that allow them to use English to express their ideas.

Ted videos provide learners with useful authentic materials and subtitles to encourage them to learn target languages (María, Junior & Astrid, 2018). In addition, Ted talks promote the learners' abilities to store and retrieve vocabulary especially in ESP courses. Nguyen and Boers (2019) illustrate the potential of Ted talks as a source of authentic audiovisual input in EFL classrooms. Their study revealed that Ted talks videos positively influenced nonnative students in Vietnam through improving their abilities to uptake and retrieve vocabulary presented through such an audiovisual tool. In addition to being a source of authentic materials, Ted talks represent a textual input, students usually benefit from engaging with the Ted talk videos and the meaning-focused oral output activity (Ashraf Atta M. S. Salem, 2019)

2.1.7 Personalization of learning

According to the English teaching methodology, the use of Business English with Ted talks promotes the personalization of learning, which is defined as “an instruction that is paced to learning needs and the specific interests of different learners” (Bray & McClaskey, 2015). Personalization helps learners to feel a sense of possession and significance. “Personalized learning is about teachers working with students to customize instruction to meet the student's individual needs and interests” (Kucirkova & FitzGerald, 2015). Students with a lower level of English proficiency can progress through the material at their own speed. They have an opportunity to return more than once to the considered material until it becomes clear, use subtitles and transcripts of Ted talks, to control the speed of the recording, choosing their own tempo of work. “Providing a model for learner output an authentic video provides a good model for specific language items or a general pool for students to pick and select from” (Sherman, 2003). After having seen the example on video, learners can then create their own adaptation of the original. Additionally, learners ordinarily have access to video cameras on their phones; the result can be a real video. Ted talks speakers may serve as role models for university students in terms of the advancement of their presentation skills, as they use different public speaking techniques, visual and verbal supports to capture the consideration of the audience.

2.1.8 Learners' independence

Each student has its own learning strategy. It is a person's approach to learning and using information. “Students use learning strategies to help them understand information and solve problems. Learning strategy instruction focuses on making students more active learners by teaching them how to learn and how to use what they have learned to be successful”(Passov & Kuzovleva, 2010). Whereas learning English with Ted talks, students procure specific learning strategies depending on the educational goals (with the emphasis on pronunciation, lexical, grammatical, writing or speaking skills, etc.). Learning with Ted talks creates opportunities for more decentralized interaction. “The teacher's role in this process is more as a guide on the side than the sage on the stage” (Warschauer & Whittaker, 2002).

Using Ted talks points not only at improving learners' English language proficiency but moreover at developing their proficient competencies and extending their worldview by acquainting them with ideas from various fields of study. “Video brings the outside world into the classroom” according to the National Geographic Learning mission.

2.1.9 Ted talks as a motivational factor

It is difficult to overestimate the advantages of Ted talks videos. Students of English become witnesses of the way of life of real people, have the opportunity to "move" around the world, learning other cultures and the worldwide English language. The themes of lectures are very different - from medicine and philosophy to art and modern innovations. Hence, seeing these videos does not leave students impassive. All this serves as a passionate, motivational push to process the information presented, assess it, and after that examine it.

video ted talk english

3. Motivation as an important variable in language learning

Success in foreign language learning is infused by many factors as intelligence, attitudes, abilities, and motivation (Mantiri, 2015; Santana, García & Escalera, 2016; Støen and Haugan, 2016). Among them, motivation is the main factor affecting foreign language learning since it mediates the attitudes toward the target language and the outputs in the process of learning it (Mantiri, 2015; Kazantseva, Valiakhmetova, Minisheva, Anokhina, & Latypova, 2016). Motivation is a highly complex psychological process, involving the nervous activity, cognition, emotional realm, and the stable personality traits that allow people to interact with their environment. This psychological process aims at fulfilling the needs of individuals and, therefore, triggers their behavior. Motivation is a force that activates, encourages, directs, and keeps goal-directed behavior (Gonzalez, 2008; Marshall, 2010; Woon, Wang & Ryan, 2016). It is an essential factor in indicating the preparation of learners to communicate.

We can describe motivation as the combination of attempt plus desire to obtain the objective of learning the language plus desirable attitudes towards learning the language. That is, the motivation to learn a second language is corresponding to the degree to which the person works or tries to learn the language since of a wish to do so and the satisfaction experienced in this task. Efforts by themselves do not demonstrate motivation. The motivated person spends effort towards the aim, but the person expending effort is not inevitably motivated (Gardner, 1972). Motivation gives learners with a clear aim and an organized course to follow. Subsequently, it contains a key part of language learning. Due to the need for sufficient motivation, the learners may encounter a few challenges. Without the desire to learn, it is exceptionally difficult for students to gain successful learning.

3.1 Self-Determination Theory

One of the theoretical modeling that explains motivation is the Self-Determination Theory (SDT hereinafter). SDT emphasizes on the regulation of the individual's behavior and how motivation can be different in each person. Specifically, this theory focuses on how personal motives are integrated and regulated in the individual (Self), empowering him or her, and allowing good functioning. As the interaction of an individual with the environment never ends, SDT highlights how ideas, values, and goals are been internalized according to the influence of numerous variables in the social context. Each person regulates his or her behavior in agreement with his or her psychological needs and can do it on a continuous basis from a completely external perspective to an internalized and autonomous one (Deci and Ryan, 2014; Ryan and Deci 2000). In the SDT, internalization and types of regulation may be implemented progressively over the life span, allowing a sophisticated differentiation between the most extrinsic characteristics and the most intrinsic of the behaviors. External aspects cause extrinsic motivation, while intrinsic motivation has to do with autonomous aspects, which is the most valuable (Deci & Ryan, 1985).

3.2 Types of motivation

According to SDT, the different types of motivation are been defined based on the amount and level of control displayed by the individuals. There are four types of motivation: instrumental, integrative, intrinsic, and extrinsic motivation.

3.2.1 Instrumental motivation

The instrumental motivation refers to obtaining a language as an implies for getting instrumental objectives such as climbing up on a career ladder reading technical materials, translation, passing exams or financial rewards, and so on. Lukmani (1972) carried out a study that showed that “among Marathi-speaking Indian learners learning English in India, those who had instrumental orientations scored higher in tests of English proficiency” (Lukmani, 1972).

3.2.2 Integrative motivation

Integrative motivation indicates the language learning for individual development and social enhancement. The motivation of students who want to integrate themselves into the culture of the second language group and become involved in social interchange in that group can be described as integrative. According to the studies of Gardner and Lambert (1972) and Spolsky (1969), integrativeness accompanied higher scores on proficiency tests in a foreign language. The results obtained from these studies demonstrated that integrativeness was significant demand for effective language learning.

Dörnyei (1998) expressed that a motivational construct involves both instrumental and integrative motivation. Learning a language process often includes a mixture of each type of motivation. It is impossible to attribute language-learning success to certain integrative or instrumental causes. “The type of motivation: integrative or instrumental depends on situations or contexts whether learning language functions as a foreign language.” (Dörnyei, 1998)

3.2.3 Intrinsic motivation

According to Edward Deci (1975), inherent motivation is the one for which there is no clear compensation but the action itself. People engage in the tasks for themselves and not because they lead to outward compensation. Intrinsic motivation points to gaining certain internally rewarding consequences like feelings of competence and self-determination. Intrinsic motivation is an archetype of autonomy, while extrinsic one is been related to variables controlled by the context. Intrinsic motivation comes from an individual's desire and relates to his or her character and sense of well-being. “Students are intrinsically motivated when learning is a goal in itself” (Sherman, 2003). “They find intrinsically motivating tasks interesting and challenging; the reward is the enjoyment of the activity itself or a feeling of competence (self-efficacy) in doing the task” (Bandura, 1997). In such tasks, students may experience a special `flow', which is an optimal sensation of enjoyment and competence (Csikszentmihalyi, 1991).

3.2.4 Extrinsic motivation

Extrinsically motivated behavior is been produced by the expectation of compensation from the exterior. Behaviors started to dodge discipline are also extrinsically motivated, indeed in spite of the fact that numerous intrinsic advantages can result from those who view discipline evasion as a challenge that can make their sense of capability and self-determination. There are four types of extrinsic motivation: (1) external regulation, which is basically controlled by environmental contingencies; (2) introjected regulation, in which the individual primarily internalizes contingencies; (3) identified regulation, in which the individual acknowledges the importance of the activity, and (4) integrated regulation, in which the individual behaves consistently with his or her needs; the latter is considered the most autonomous of all.

This model could be comparable with the one about training patterns of students learning. Learning is an activity of vital importance for humanity in which motivation plays a key role. Naturally, the motivation for learning may vary depending on the type of study. Students are extrinsically motivated when “learning is done for the sake of rewards (such as grades or praise) that are not inherently associated with the learning itself, that is when learning or performing well becomes necessary to earn those rewards” (Sherman, 2003).

Brown (2000) demonstrates the relationship between two kinds of motivation, extrinsic and intrinsic. Both types of motivation can be mutually changing by transferring from one to another. As outward inspiration may turn out to be integrative motivation in case somebody else needs the learner to know a concrete foreign language for integrative purposes; extrinsic motivation may turn out to be instrumental motivation in case an outside control wishes the learner to know a concrete foreign language. The same may happen with integrative and instrumental types of motivation.

3.3 The role of motivation in language learning

Researchers have different points of view about the types of students' motivation. Lucas (2010) says that “learners are intrinsically motivated to learn speaking and reading skills and are also intrinsically motivated through knowledge and achievement”. According to Guthrie (1997), “intrinsic motivation has a significant impact not only on reading comprehension but on the other aspects of reading such as reading breadth”. According to Ditual (2012), learners were highly motivated in an instrumental and integrative way with positive attitudes towards learning English. Chang (2010) expressed that class groups impacted learners' motivation and students felt relaxed and comfortable with motivated classmates. The other finding was that inattentive learners can de-motivate their classmates. Moskovsy and Alrabai (2009) have an opinion that an instrumental type of motivation plays a more important role than the integrative type in EFL learning. Macintyre (1999) wrote about the safe classroom climate and comfortable conditions on lessons. These aspects are necessary for keeping students' motivation. Good and Brophy (1994) also supported ideas about the classes' atmosphere. Motivation can not be developed in a troublesome class and the point of teachers to form a compelling learning environment for their learners.

3.4 Conditions for motivation

According to Gardner and Lambert (1972), learners are motivated to learn if several conditions are been followed. Students should be able to do next important steps: to evaluate their competence, to work with materials organized to their level, set a concrete goal in their exercises, consider their studies as significant, live in a secure environment, have the chance to precise mental needs for success, acknowledgment, and acceptance. An essential aspect is to learn for knowledge, not for getting marks. Students should be able to structure the educational plan and remember that the learning is for them and not for their teachers. Teachers should give the opportunity to students to make decisions and feel responsible for participating, feel free to ask questions and to impulse them for eager for knowledge.

3.5 Key factors of motivation

There are three key factors of motivation:

· Positive attitude towards the community of a foreign language. According to Gardner and Lambert (1972), motivation to learn a foreign language depends on the attitude toward the community of this language and the desire to become a member of that community.

· Enjoyment of learning. Intrinsically motivated learners are more likely to proceed with their studies than extrinsically motivated learners and basically more participate in an activity for the delight of learning a foreign language. Correspondingly, integrative motivated students enjoy learning the foreign language and the culture of that community. There should be some sort of enjoyment while learning in order to keep motivation and not to lose interest in the language.

· External pressures. There are a few outside pressures that can spur learners to learn a foreign language. Whether it is to please parents, get a reward, or fulfill a few practical aims, learners are motivated to satisfy a few outside pressures. It connects extrinsic and instrumental motivation by stating that they both refer to the desire to learn a foreign language because of some pressures or rewards from the social environment, internalized reasons for learning a language, and/or personal decisions to do so and their value for the selected goals .

3.6 How Ted talks increase students' motivation

Summing up all findings above, we can conclude that Ted talks should increase students' motivation. As an authentic video Ted talks make lesson productive, students should concentrate on the lecture, understand the speech despite the accent. Thanks to the wide choice of videos on various topics, Ted talks help to get the enjoyment of the learning process. Students tend to keep motivation high if the theme is interesting for them. Moreover, the big potential of the Ted talks let to make various lessons with interesting exercises directed at training all four language skills.

Fumiko Ishinuki (2014) made a research about the impact of Ted talks on students' motivation. Three different groups worked with Ted talks on lessons. Data analysis showed that a motivational factor, that students think that they have to study more, has been enhanced in all three groups by the use of Ted talks as learning materials. The average response among students was 4.7, which is between “I slightly think so.” and “I think so.” The average among the Liking English group was 5.00. This could be caused by the use of authentic texts for learning, which can contextualize their learning in a real language-use context. Additionally, all the groups evaluated that Ted speeches were interesting.

To the item “Overall time of studying English increased”, only the Liking English group answered positively. Additionally, in spite of students' positive evaluation of using Ted talks as learning material, all groups gave a positive response to “I want to use free Internet video such as TED more for learning English”.

4. Methods

The aim of this research was to assess the impact of watching Ted talks videos on students' motivation and their personal feelings about using Ted talks during the course “Business English”.

4.1 Participants

The experimental teaching took place in the 2019-2020 academic year while teaching Business English (ESP module) at the Business and Management Department of the National Research University Higher School of Economics, Moscow, Russia.