Twenty-six students, whose English proficiency was tested at B2-C1 according to CEFR, participated in the study.

They were answering the poll on the effectiveness of using Ted talks in a Business English course. According to the Common European Framework of Reference B2 level describes such student's skills like the ability to understand the main ideas of complex text including technical discussions in their field of specialization; interaction with native speakers with a degree of fluency and spontaneity, etc. The C1 level shows that students are able to understand a wide range of requests, longer clauses, and recognize certain meaning; to precise ideas easily and spontaneously without much obvious searching for expressions; to use language flexibly and successfully for social, scholarly and proficient purposes.

4.2 Measures

In research, the Likert scale was used, which is a rating scale that measures how people feel about something. This scale includes a series of questions with five balanced responses students can choose from: “strongly agree”, “agree”, “neutral”, “disagree”, “strongly disagree”. The great advantage of the Likert scale is avoiding difficult survey questions such as open-ended, fill-in-the-blank, simple yes/no, select all that apply, and ranking questions. Moreover, answers to specific questions and results are easy to interpret since they are been arranged on a scale that has been configured (Joshi, Kale, Chande & Pal, 2015).

4.3 Procedures

The students asked ten questions about using Ted talks while studying the “Business English” course:

1. Have you watched the Ted talks before the course “Business English” for learning English?

2. Ted talks help me better understand the content of the course

3. Ted talks I watched are up-to-date and related to the studied discipline

4. My listening skills have improved while studying Business English with Ted talks

5. My reading skills have improved while studying Business English with Ted talks

6. My speaking skills have improved while studying Business English with Ted talks

7. My writing skills have improved while studying Business English with Ted talks

8. I would use the Ted talks in the future to improve my language skills

9. I believe the Ted talks should be integrated into the Business English course

10. I believe the Ted talks is a valuable resource to learn English

4.4 The structure of the course

The experiment lasted from September 2019 to March 2020. The experimental group used the course book `English for Business Studies in Higher Education' (Walker & Harvey, 2013), which is a skills-based course designed specifically for students of business who are going to enter EMI (English as a medium of instruction) at tertiary level. The significant feature of the course material is that each lesson includes activities that are been aimed at the development of all integrated skills: reading, listening, speaking, and writing.

The requirement for integrated learning is clarified by the designs of foreign language acquisition - the more senses included in language learning, the more effective the results will be. If the students have the opportunity to watch and listen to the material, read it, discuss it and write about it, the assimilation of a foreign language is significantly expanded (Passov & Kuzovleva, 2010). Each unit of the course consisted of four lessons. Lesson 1 is devoted to learning business vocabulary and developing vocabulary skills such as word-building, use of synonyms for paraphrasing. Lesson 2 aims at reading or listening development.

In Lesson 3, the students are been introduced to a writing assignment or to a spoken language point (for example, making an oral presentation), which is further developed in Lesson 4. In Lesson 4, the students are been given listening or reading tasks to practice further their new skills. After each lesson, students were given Ted talks according to the theme of the study. For example, the Ted talk `How online marketplaces can help local economies, not hurt them', was included in the unit about e-commerce, which is devoted to the modern online marketplaces.

Here is introduced the plan of one lesson students worked with.

5. Ted talks lesson plan

“How online marketplaces can help local economies, not hurt them” (by Amane Dannouni)

Big online marketplaces like Uber, Airbnb and Amazon can be a threat for local businesses such as taxis, hotels and retail shops. It happens because sometimes big marketplaces take away jobs or reduce income to the community. Strategy consultant Amane Dannouni does not agree with such tendency. Offering such examples like Gojek (Indonesia's Uber for motorbikes) and Jumia (Africa's version of Amazon), he explains how some online marketplaces make deliberate trade-offs to include, rather than replace, existing players in local economies - benefiting everyone in the long run. In this lesson, you will learn

v About the online markets and why they are profitable

v Cases when big online marketplaces become a threat to local businesses

v Opportunities of online marketplaces to help local economies

Warm-up

Discuss the following questions with your partner.

· What online marketplaces in your country do you know?

· Why big online marketplaces can be a threat for local businesses in your opinion?

· Why are online marketplaces so popular among the customers?

· Do you have any experience of using online marketplaces in your country?

Vocabulary

1. Match the words with their definitions.

Table 1

1. brick-and-mortar shop	A. to do business with a person or an organization
2. digital literacy	B. the act of annoying or worrying somebody by putting pressure on them or saying or doing unpleasant things to them
3. equation	K. the activity of collecting money for a charity or organization, often by organizing social events or entertainments
4. fundraising	D. a situation in which what is gained by one person or group is lost by another person or a group
5. harassment	E. a business that operates from a shop or a building that customers visit, rather than only online
6. negative externality	F. to try to influence a politician or the government and, for example, persuade them to support or oppose a change in the law
7. orchestrator	G. the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills
8. tax leakage	H. someone who arrange or manipulate, especially by means of clever or thorough planning or maneuvering
9. transact	I. the act of balancing two things that are opposed to each other
10. trade-off	J. a cost that is suffered by a third party (any individual, organization, property owner, or resource that is indirectly affected ) as a consequence of an economic transaction.
11. to lobby	С. a statement showing that two amounts or values are equal
12. zero-sum game	L. losses of revenue through the multitude of loopholes that riddle the financial system

2. Practice the words online

3. Fill in the gaps with the words from Ex.1. in the appropriate form

1. As the Ubers, Airbnbs and Amazons of the world - what we call "online marketplaces" - as they started expanding their presence, we have heard, all of us, countless policymakers worried about how to deal with these new risks of job destruction, lower wages and _______.

2. The positive side I have seen demonstrated itself in a woman, a taxi driver in Egypt, that now had the opportunity to work without the __________ she faced in the taxi business.

3. Online marketplaces will continue to grow. And they will transform the way we shop, the way we travel and the way we _______ with each other.

4. For matching merchants and consumers, you get Amazon, Alibaba or Jumia in Africa. And for housing, you get Airbnb; for ________ you get Kickstarter - the list goes on.

5. (one word for both gaps) This is what economists would call a _________. ________ the negative externality of Uber cars becoming more productive is taxi drivers seeing the value of their licenses drop by as much as 30 percent in New York, for example.

6. But some of them made interesting strategic _________ that dramatically reduced their side effects, their externalities.

7. It all came from a deliberate trade-off to be an __________ of a bigger ecosystem where others also have their role to play, instead of a single winner, a hero, that takes for himself what would, at the end, be a smaller pie.

8. Now keep in mind, Jumia is operating in countries with some of the lowest __________ and digital connectivity scores in the world.

9. Now they could have dealt with that the usual way, through _______ for reforms - and they probably do that - but they have also built Jumia University, an e-learning platform where merchants can come and learn basic digital and business skills.

10. In the long run, this doesn't need to be a ________ game. In the long run - and this is maybe the Asian side of me speaking - it pays to be patient.

11. It pays to reconsider your goal and your priorities in the light of a much bigger _________ that includes you and your users, of course, but also it includes regulators, policymakers, your communities.

12. A few months ago, he just opened his very first __________ shop in the suburbs of Nairobi.

4. Find the words from this lesson in the word search. You may complete the task online following the link or in your course book

Comprehension

1. Watch the TED talk and make notes. Decide on how you are going to make notes.

2. Using your notes, answer the following questions:

1. What is Amane Dannouni's opinion about online markets and why he thinks in such a way?



Ful. 2

2. What is the basic function of online marketplaces according to the speaker?

3. Which big online marketplaces does Amane Dannouni mention?

4. How has Jumia influenced on the local market?

5. Why do online marketplaces work more productively?

6. How does Amane Dannouni explain the “negative externality”?

7. What problems in London and Paris does the speaker refer to?

8. What does Amane Dannouni say about today's Jumia, Gojek and Grab? What results have these companies achieved?

9. How has Gojek become one of the most liked online marketplaces in Indonesia?

10. What conclusion has the speaker made about the role of online marketplaces?

Reading

1. Read the summary of the talk and reconstruct the text by selecting from a list of several options the right sentence to fill each gap in the text. The missing sentences are arranged in a jumbled order.

A. He needed to go through a series of trainings to learn how to select products, how to price them and how to promote them online.

B. For drivers and passengers we have Uber in Europe, Grab in Southeast Asia or DiDi in China

C. By design, they create more value for the economy.

D. Now, through its university, Jumia has the potential of helping a huge number of such people as Jomo.

E. It's important to mention that Jumia is operating in countries with some of the lowest digital literacy and digital connectivity scores in the world.

F. If you're a taxi driver and you want to work 10 hours per day, then you're actually having a paying passenger in your car for four hours out of the 10

G. Online marketplaces, like Jumia in Africa, have helped their business ecosystems and the communities around them.

Big online marketplaces can be a threat for local business, because of its' popularity and convenience in using. Nowadays many online marketplaces gather more costumers by matching them from the physical world to the digital world. In fact, online marketplaces' core benefit is that they get us more from the same amount of effort. However, there are some marketplaces which help its' local economic, by integrating with local businesses.

1)___________. For matching merchants and consumers, we have Amazon and Alibaba. Airbnb for housing and Kickstarter for fundraising. How do the online market work? Let us consider an example of Uber.

2)________. If you take the same car and put it on a platform like Uber, you can have paying passengers for an additional one and a half hours. This is the same car becoming 40 percent more productive. And the same has been proven true for other online marketplaces.

3)_____________. Let us consider the example of Jumia, which is the equivalent of Amazon in Africa. Jumia have decided to actively invest in African entrepreneurs, to grow them into the digital age.

4)__________Now they could have dealt with that the usual way, through lobbying for reforms. The company have also built Jumia University, an e-learning platform where merchants can come and learn basic digital and business skills. One of Jumia's merchants, which name is Jomo, was fired from his job and decided to become his own boss.

5)________________. Today, Jomo has a 10-employee online business.

6)____________. And we have estimated that together with other online marketplaces on the continent, they can generate three million additional jobs by 2025. And they would do that either directly, or through their impact on the wider community.

2. Match the name of inline marketplaces with countries they are located:

Table 2

Jumia	A. South Asia	1. Uber for motobikes
Gojek	B. China	2. the equivalent of Amazon
DiDi	C. Indonesia	3. a platform for taxis in South Asia
Grab	D. Africa	4. the equivalent of Uber in China

Speaking

1. Using your notes reconstruct the TED talk with your partner.

2. Give the talk to another pair.

3. In pairs or in small groups discuss the following questions:

· Do you agree with the speaker, that big online marketplaces should help small businesses instead of becoming monopolists?

· How do you think the models of economic growth mentioned by the speaker could be applied in your country?

· What advantages do you see in developing local business?

· What disadvantages do you see in absorbing local businesses by big marketplaces?

Writing

Write an essay (200 - 250 words). “How could local businesses support and contribute to the success of their communities?”

Keys to the lesson

The transcript of the lecture should be given here

Vocabulary:

1.E 2.G 3.C 4.K 5.B 6.J 7.H 8.L 9.A 10.I 11.F 12.D

Task №3.Fill in the gaps:

1.tax leakage 2.harassment 3.transact 4.fundraising 5.negative externality 6.trade-offs 7.orchestrator 8.digital literacy 9.lobbying 10.zero-sum game 11.equation 12.brick-and-mortar shop

Reading:

Task №1

1. B 2. F 3.C 4.E 5. A 6. D G is extra

Task №2

Jumia - 2,D; Gojek - 1,C; DiDi - 4,B; Grab - 3,A

Comprehension.

1. What is Amane Dannouni's opinion about online markets and why he thinks in such a way?

Amane Dannouni believes that big online marketplaces can help local economics. He saw such examples in various countries and their impact was beneficial for local economic in long-term.

2. What is the basic function of online marketplaces according to the speaker?

Match sellers and buyers

3. Which big online marketplaces does Amane Dannouni mention?

Amazon, Uber, Alibaba, Airbnb, Kickstarter

4. How has Jumia influenced on the local market?

Jumia has invested in African entrepreneurs.

5. Why do online marketplaces work more productively?

They transition this basic functionality of matching sellers and buyers from the physical world to the digital world. And by doing so, they can find better matches, do it faster and ultimately, unlock more value for everyone.

6. How does Amane Dannouni explain the “negative externality”?

If the neighbor decides to rent his apartment on Airbnb, and tenants would have more noise than usual, then they get an unpleasant side effect of Airbnb's productivity.

7. What problems in London and Paris does the speaker refer to?

Taxi drivers didn't feel that the platforms understood they had to pay 200,000 euros for their license -- and mostly in loans.

8. What does Amane Dannouni say about today's Jumia, Gojek and Grab? What results have these companies achieved?

Gojek is worth 10 billion dollars. Jumia is one of only three unicorns in the whole of Africa. And Grab, well, they pushed out Uber out of the whole region of Southeast Asia.

9. How has Gojek become one of the most liked online marketplaces in Indonesia?

Instead of picking a fight with every other transportation option out there, they choose to gradually integrate them within their own platform

10. What conclusion has the speaker made about the role of online marketplaces?

Online marketplaces should to reconsider their goal and priorities in the light of a much bigger equation that includes them and their users, of course, but also it includes regulators, policy makers, and their communities.

This plan illustrates how students worked with the Ted talks and practice offered material to improve their language skills. Below we present the results of the research.

6. Results

Ful. 3 Have you watched the Ted talks before the Business English course for learning English?

The first question was “Have you watched the Ted talks before the Business English course for learning English?” About 81% of students claimed that they were familiar with Ted talks before the beginning of the course whereas about 19% of respondents did not watch the Ted talks before the course. So the majority of the students had the experience of work with Ted talks.

The other questions are based on the Likert-scale and considerably a variety of answers.

Ful. 4 Ted talks help me better understand the content of the course

Around 65% of respondents agreed that Ted talks help them during the course of Business English. The 31% of students answered “neutral” and only 4% of interviewed did not agree with the statement of the question.

Ful. 5 Ted talks I watched are up-to-date and related to the studied discipline

The 69% of students confirmed that Ted talks materials were relevant to the course. The 19% of respondents choose answer “neutral” and 12% of interviewed did not agree with the statement of the question.

Ful. 6 My skills have improved while studying Business English with Ted talks

The chart is divided into four language skills and describes questions from 4 to 7. According to the graph, the majority of respondents admitted that Ted talks helped improve their listening skills: around 81% of students agreed with the statement “My listening skills have improved while studying business English with Ted talks” and almost 20% of respondents answered “neutral”. As “neutral” answers do not express any negative emotions, we can admit that absolute majority got the progress in developing listening skills using Ted talks.

The 54% of interviewed admitted the improvement of their reading skills with the help of Ted talks and 35% of students answered “neutral”. Around 12% of answered did not get the progress in developing reading skills with Ted talks.

The “writing skills” column shows that the majority of students, around 74% of students admitted the benefit of Ted talks to their writing skills and 27% did not succeed in developing writing skills using Ted talks.

Half of the respondents, almost 50%, admitted that their speaking skills have improved and around 43% of students selected “neutral” answer. Around 8% did not agree with the statement.

It may be concluded from the chart that the majority of the students agreed that Ted talks have improved their language skills. The charts with “neutral” answers neither proves nor refutes the contention that Ted talks improved language skills, but as neutral answers do not bring negative feelings, we can consider them as positive answers.

Ful. 7 I would use the Ted talks in the future to improve my language skills

The 81% of students claimed that they would use the Ted talks in the future to improve their language skills. In addition, around 16% of responders selected “neutral” answer and only 1% of students did not agree with the idea of using the Ted talks for self-education in the future.

Ful. 8 Ted talks should be integrated into the Business English course

The 77% of students supported the idea about integrating Ted talks into the Business English course, whereas 23% of respondents selected “neutral” answer. There are no students disagreed with the statement.

Ful. 9. Ted talks is a valuable resource for learning English

Based on personal feelings from the experience of working with Ted talks the 84% of students agreed that Ted talks is a valuable resource to learn English. The 50% selected “neutral” answer and tiny percent did not agree with the statement.

7. Discussions

Taking together the findings above, we can highlight that the majority of respondents admitted the benefit of using Ted talks in studying English course and got the results of improving all kinds of language skills. The students also agreed that Ted talks could be a useful tool for learning English if the program offers Ted talks that are relevant and up-to-date to the course.

It is clear from these observations that Ted talks increase students' motivation for learning. The interesting content of lectures helps to make students attentive and active during the class. In addition, the format of online-lecture provides a kind of interaction between speakers, who are specialists in different science, and students. It makes students more involved in the theme of a lesson and consequently in a learning process.

The results of the analysis supported the previous researches made in the field of studying how Ted talks affect and improve students' listening skills (Takaesu, 2013), (Wingrove, 2017), (Salem,2019), and allow us to confirm that Ted talks make the process of studying more efficient and help to keep the motivation of the students for further self-education. Nowadays Ted talks as an instrument of improving language skills are not so popular among the teachers, the current study shows the benefits of using Ted talks for teaching Business English. The represented plan of the lesson can be a model for preparing lessons for teachers. It consists of the following parts: warming-up, which introduces the topic of the lesson, vocabulary section with exercises, which can be practiced online, questions for listening comprehension, reading and speaking sections, and an essay for training writing skills. It shows how to integrate Ted talks in a Business English course and how to work with it.

This study and analysis data could be used for further research about using Ted talks or other video content for educational purposes. The field of study provides wide possibilities for discovering the advantages of the Ted.com platform for teaching English as a foreign language.

There are some potential limitations of the research because students with the beginner level of English were not considered. Further analysis could explore the impact of Ted talks on beginner learners of English and develop an educational program for students with A1-A2 level of English. In addition, we did not consider pupils of primary and middle school.

Conclusion

This study could be an impulse to start looking for new ways of teaching English as a foreign language. Nowadays new technologies improve and change almost all spheres of human lives. Education should also move to a more productive way of learning, change its model from an old one when pupils sitting at the table and reading books to a new modern way. Ted talks as a modern platform meet the reality of the day and offer up-to-date materials for various topics and modern problem. It helps students to improve their language skills and get knowledge from various fields of study. All considered theory and data from the research show that Ted talks also increase the motivation of students.

Learners' motivation can vary depending on the context of language learning and goals. Motivation plays a key role in successful language acquisition. It is important to keep in mind that teachers play a significant role in motivating students to the learning of a foreign language. Motivation is sometimes overlooked by some EFL teachers. Teachers ought to help their learners to find inspiration in the areas where they do not anticipate it and also to investigate for their own motivational processes so they can take advantage of it. The Ted talks motivate students to independently pursue their own interests and spurred some to further research. The authentic listening materials helped students become used to real aural input. Bray & McClaskey (2015) consider that “learners want to be engaged with the content and they want to learn more about something they are interested in”. Stognieva (2019) claims that “the content of the instruction tailored to learning needs and specific interests increases the motivation for learning a foreign language, which results in the rise of English language proficiency”.

Ted talks that correspond to the students' interests stimulate them to use language and improve other aspects of communication, providing them with interesting and motivating ideas. Ted.com provides a wide range of videos with different topics that allow for each student to find something interesting personally for him or her or choose the topic which corresponds to the educational program of students.

The slogan of the Higher School of Economics is “Non scholae, sed vitae discimus” (Seneca, AD 65), which means “We learn, not for school, but for life”. These words express the concept of using only beneficial tools that may help in the future. This idea is applicable to the ways of teaching as well.

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