

































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 7, No. 3, December 2024, pp. 150-163  

        https://doi.org/10.12928/eltej.v7i3.12063        http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

TED talk and YouTube for English education: An 

autoethnographic study 

Tran Thi Hoang Nguyen  

Department of English Language, Van Lang University, 69/68 Đ. Đặng Thuỳ Trâm, Phường 13, Bình Thạnh, Hồ Chí Minh 70000, Vietnam 

r3gemstone@gmail.com 

  

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 12 October 2024 

Revised 12 November 2024 

Accepted 20 November 2024 

 Through a personal exploration using autoethnographic methodology, 
this study delves into the researcher’s experiences as both a student and 
a teacher, analyzing the benefits and limitations of integrating these 
social media tools into English education. Data collected through 
reflective journaling on the usage of these platforms reveals key 
themes regarding engagement, distractions, and overall academic 
performance. Ultimately, this study seeks to answer how these 
platforms have enhanced verbal skills and whether such experiences 
can be synthesized into lessons or activities to further assist other 
learners in their educational journeys. The findings point to both 
positive and negative impacts on teaching and learning development in 
ELT, with the positive impacts being processed into practical strategies 
for supporting teaching and learning.  

 

© The Author(s) 2024. Published by Universitas Ahmad Dahlan  
This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

YouTube 

TED Talks 

Verbal Skills 

Learning 

Teaching 

 

 

 

How to Cite: Nguyen, T. T. H. (2024). TED talk and YouTube for English education: An autoethnographic 
study. English Language Teaching Educational Journal, 7(3), 150-163. 
https://doi.org/10.12928/eltej.v7i3.12063    

1. Introduction  

The emergence of Web 2.0 tools for language learning witnesses a notable shift towards virtual 
platforms as promising environments for English language acquisition (Barrot, 2022). Despite such 
support, many complex elements in the language, including pose significant challenges for many 
students including grammar, pronunciation, fluency, vocabulary, and the four skills (Choirunnisa & 
Sari, 2018; Hamouda, 2013). 

In catering for such complexity, platforms such as YouTube and TED Talks have gained 
significant traction among both educators and students due to their flexibility, interactivity, and 
extensive resources. TED Talks and YouTube cater to diverse learning styles by presenting content in 
various formats—ranging from engaging videos to interactive discussions—which not only simplifies 
complex concepts but also makes language learning more accessible and enjoyable. This multifaceted 
approach enables learners to access lessons anytime, interact with peers and educators, and practice 
their language skills in a familiar environment. 

The use of social media for learning English presents both positive and negative impacts on the 
academic context (Mei & Aziz, 2022). Given these complexities, it is crucial to explore the benefits 
and limitations of integrating TED Talks and YouTube into English teaching. The article shares the 
researcher’s personal experiences both as a student and as a teacher with an analysis of how these 
platforms have influenced the author’s English development journey.  

Both YouTube and TED Talks are considered forms of social media, although they serve slightly 
different purposes and functionalities within that category. YouTube is primarily a video-sharing 

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platform where users can upload, share, and view videos. It allows for interaction through comments, 
likes, and subscriptions, making it a highly interactive and community-driven platform. YouTube 
hosts a vast array of content, including educational videos, entertainment, vlogs, and more. 

TED Talks are a series of informative presentations on various topics delivered by experts in their 
fields. While TED itself is an organization that curates and produces these talks, the platform 
encourages sharing and discussion around the ideas presented, which aligns with social media 
principles. TED Talks often spark conversations and can be shared across different social media 
platforms, thereby fostering community engagement around the ideas discussed. Both platforms 
leverage user-generated content and allow for interaction, making them integral parts of the social 
media landscape, particularly in the context of educational and informative content.  

1.1. Research Gap 

1) Innovative Use of Social Media 

Social media represents a valuable resource that can diversify teaching and learning approaches 
(Alazemi et al., 2023). Huang et al. (2023) argue that social media enhances the educational 
experience by fostering new modes of communication between educators and students. Despite such 
values, social media addiction can result in negative emotions, diminished interest in social activities, 
and reduced motivation to learn, all of which may adversely impact academic success (Huang, 2014). 

According to Xu (2023), the evolution of education can be broadly categorized into three stages: 
the traditional experiential-imitative educational system, the computer-assisted educational system, 
and the big data-driven educational system. The traditional model, which relies on established 
teaching tools and focuses primarily on learning outcomes, tends to overlook opportunities for student 
exploration and innovation. Along this line, research by Chen et al. (2023) found that social media 
can provide learners with a low-stress environment ideal for developing speaking skills and fostering 
a sense of community beyond geographical and linguistic bounds. This can happen through tasks like 
creating and sharing videos on relevant platforms and participating in video discussions. Extending 
classroom discussions to social media allows students to demonstrate their knowledge without the 
immediate pressure of traditional assessments, thereby increasing engagement. 

From a positive psychology perspective, Alazemi et al. (2023) found that incorporating social 
media into education enhances writing skills and student engagement. Its inherent communication 
capabilities foster stronger relationships between students and educators, facilitating informal and 
friendly interactions, as well as efficient information exchanges. Social media, however, is a double-
edged sword, having both strengths and weaknesses. 

In strengths, Alazemi et al. (2023) and Xu (2023) emphasize that social media can help overcome 
traditional barriers of time and place in learning. Furthermore, social media can enhance independent 
learning, providing access to an abundance of information and resources, which can motivate students 
to engage more actively in their studies. Effective use of social media in education allows teachers to 
connect directly with students, thereby broadening the educational experience beyond traditional 
classrooms. 

Conversely, in weaknesses, some research indicates that while social media can support 
professional learning among educators, its impact is often limited to individuals within the same 
department. As noted by Nicholas et al. (2024), social media has not significantly fostered 
collaboration or understanding across different organizational sectors. Most discussions have become 
tools for immediate technical solutions rather than platforms for cross-departmental collaboration. The 
following sections will look at the pros and cons of social media in some details. 

2) Research on YouTube and TED Talk in Education 

López-Carril et al. (2020) investigate the integration of TED Talks as a pedagogical resource 
within sport management education, leveraging platforms such as YouTube and LinkedIn. Their study 
argues that TED Talks can foster critical thinking and engagement by providing a rich source of 
contemporary insights relevant to students. The authors present practical strategies for educators 
seeking to incorporate these multimedia resources into their teaching, aiming to develop professional 
competencies and encourage lifelong learning among students. While their work contributes 
significantly to the discourse on digital resources in education, it also highlights a notable research 
gap concerning the empirical exploration of TED Talks within sport management curricula. They 



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emphasize the necessity for further studies to analyze how such resources influence learning 
outcomes, student engagement, and skill development in this specific educational context. 

In comparison, Brook (2011) provides a broader examination of YouTube's potential for language 
learning and teaching. His review underlines the platform's advantages, including access to authentic 
language use, diverse accents, and interactive learning opportunities. Brook stresses that integrating 
YouTube into language curricula can elevate student motivation and engagement; however, his 
analysis primarily focuses on the features of the platform rather than providing effective 
methodologies for its practical implementation in educational settings. He identifies similar research 
gaps, such as the need for comprehensive studies on the effectiveness of specific channels and videos 
in language acquisition, and the exploration of cultural understanding through YouTube content. 

Both studies related to TED Talks and YouTube underscore a pressing need for empirical research 
that investigates the effectiveness and implementation challenges of multimedia resources like TED 
Talks and YouTube in education. While López-Carril et al. (2020) specifically address the context of 
sport management, and Brook focuses on language education, there is a shared recognition of the 
potential for innovation in teaching practices through technology. Additionally, both articles call for 
further research to fill existing gaps, emphasizing that understanding specific features and their 
pedagogical impact remains crucial for educators aiming to enhance learning experiences in their 
respective fields. 

1.2. Research Questions 

Building on these shared characteristics, exploring the intersection between TED Talks and social 
media use offers valuable insights into how digital platforms can support learning, engagement, and 
knowledge dissemination in contemporary educational contexts. Therefore, the research questions are:  

1. How has the researcher’s experience and reflection with YouTube and TED Talks enhanced 
verbal skills?  

2. Can such experiences be processed into lessons or activities to support the learning of others?  

2. Method 

2.1. Approach 

This study employs an autoethnographic methodology to explore the influence of social media on 
education from a personal perspective. Autoethnography allows researchers to reflect on their 
individual experiences while simultaneously contextualizing these experiences within broader social 
and cultural frameworks. This method enables a deeper exploration of how social media shapes 
educational experiences and its impact on learning. 

2.2. Data Collection 

Data for the study was collected through the researcher’s reflective journaling. Actively engaging 
with at least six social media platforms in Vietnam, including Zalo, Viber, Instagram, Facebook, 
YouTube, and TED Talks, the researcher selected the last two for this study due to the maximum 
benefits that they bring compared to many others. On average, the researcher spends about two hours 
daily on social media, using YouTube to refresh knowledge on topics of interest and to acquire new 
information and using TED Talks to improve skills such as attentive listening, public speaking, and 
critical thinking. 

The researcher maintained a reflective journal recording her thoughts, feelings, and observations 
related to the use of YouTube and TED Talks as well as their effects on her development in teaching 
and learning. The number of videos is not taken into account. Instead, the journal entries provided a 
comprehensive account of daily interactions with these tools, with focuses on the researcher’s 
academic experiences, distractions and challenges. The data were thematically analyzed. Key themes 
emerged regarding the benefits and challenges of social media in an educational context.  

2.3. Method of Analysis 

The analysis process follows three specific steps. First, the researcher generated initial codes that 
encapsulated significant elements of the data, focusing on aspects such as engagement, distraction, 
communication, and academic performance. Second, these codes were then grouped into broader 



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themes, reflecting common patterns that emerged from the researcher’s personal experiences and 
critical reflections. Third, a reflective lens was applied to ensure that the analysis acknowledged the 
researcher positionality, enhancing the authenticity of the findings and interpretations. 

3. Findings and Discussion 

3.1 The Researcher’s Experience and Reflection with YouTube and TED Talks to Enhance 

Verbal Skills  

1) The Advantages of Learning English through Social Media 

a) Rich Learning Resources 

Social media applications serve four primary functions: entertainment, interaction, knowledge 
sharing, and education. Platforms like YouTube, Instagram, and WhatsApp have become integral to 
students' daily lives (Mei & Aziz, 2022). They provide a vast array of educational resources tailored 
to learners at all levels, from beginners to advanced students preparing for effective academic 
performance.  

b) Breaking the Limits of Time and Space 

Alshammari et al. (2015) highlight that social media can break down the constraints of time and 
space, fostering a learner-centered environment. In IELTS preparation, for example, social media 
quickly emerged as a valuable supplement, allowing flexibility to engage with educational content. 

As such, social media is an effective tool for supporting self-directed learning. It promotes 
collaboration and rapid resource sharing among users, helping students gather learning materials to 
complete tasks and homework through their preferred online channels (Li, 2017). This functionality 
is particularly beneficial for those who require quick access to educational resources, fostering a 
collaborative approach to learning even when traditional classroom settings are unavailable.  

Furthermore, social media platforms provide the flexibility for users to tailor their learning 
experiences to suit their individual needs, enabling students to "learn at their own pace and according 
to their own needs" (Han, 2022, p. 7). The researcher found it particularly beneficial to be able to 
replay, pause, or slow down videos when tackling challenging concepts or practicing new vocabulary. 
This capability allowed intensive absorption of learning materials—something that can be difficult in 
a traditional classroom setting where time is often limited and the pace can be fast. 

Additionally, short videos make it possible to make effective use of fragmented time. With social 
media, learning can occur anytime and anywhere. For instance, while waiting for the bus, students can 
watch a brief video on IELTS speaking tips or listen to a native speaker discussing idiomatic 
expressions. This accessibility allows for seamless language learning, as these short bursts of 
knowledge throughout the day helped the researcher retain information more effectively and mitigated 
the learning fatigue that often accompanies long, intensive study sessions. 

2) The Disadvantages of Learning English through Social Media 

a) Lack of Immediate Feedback 

Despite the wealth of resources available, one significant limitation compared to traditional face-
to-face classes was the lack of immediate feedback. In contrast to in-person classroom settings, the 
feedback loop on social media often feels one-directional. Learners typically consume information 
from influencers or teachers without the opportunity for direct interaction or personalized guidance, 
especially in pre-recorded video formats or during live streams. While real-time communication is 
possible in live classes, these often cater to large audiences, making it challenging to address 
individual concerns in a comprehensive manner. Although learners can leave comments or participate 
in live discussions, such interactions may feel impersonal and delayed due to the high volume of 
participants vying for attention.  

Furthermore, the absence of tailored guidance can be particularly challenging for beginners who 
may struggle with self-correction. In a physical classroom, teachers can assess their students’ progress 
and provide individualized support. However, the social media landscape can foster feelings of 
isolation, as learners might feel lost amidst the overwhelming array of influencers and content without 
sufficient direction. 

 



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b) Distraction 

Another drawback of using social media for language learning is the potential for distraction. Many 
students find themselves spending excessive time on entertainment, which can reduce study time and 
ultimately affect academic performance. The prevalence of advertisements and the enticing nature of 
non-educational content can easily divert attention (Alshammari et al., 2015). Social media is 
primarily designed for entertainment and social interaction, making it easy for students to be 
captivated by content unrelated to their studies. 

One common challenge experienced by many students while learning English is the influx of 
irrelevant content—such as funny pet videos, movie trailers, and cooking tutorials—that may not 
match everyone’s personal interests. Such entertaining distractions may appear when students need to 
focus on study, making it difficult to resist the urge to click on them. Most social media platforms 
employ algorithms to keep users engaged by promoting content based on their viewing preferences, 
creating a feedback loop that continually lures students away from their academic goals and into a 
realm of endless entertainment. 

Additionally, the fast-paced nature of social media can lead to procrastination, as students often 
convince themselves to watch "just one more video" instead of focusing on their studies. This cycle 
not only wastes valuable learning time but can also heighten stress as deadlines approach.  

c) Lack of Accuracy 

Another critical disadvantage of learning English through social media is the potential lack of 
accuracy in the information presented. While platforms like Wikipedia are common reference points, 
they often lack reliability because their contributors may not have formal expertise in their fields (Liu, 
2010). Unfortunately, this issue extends to various English learning resources on social media. 

Numerous self-proclaimed "English learning bloggers" on platforms such as Bilibili, TikTok, and 
RED who lack professional qualifications or relevant study abroad experience. This is particularly 
concerning for beginners who rely on these influencers for foundational knowledge, as they may 
inadvertently absorb misinformation. Errors in grammar, vocabulary, or pronunciation can lead to the 
development of bad habits that become difficult to correct later. 

In the researcher’s observation, many students sometimes follow a blogger who claimed to provide 
"perfect IELTS speaking skills." After watching his videos, the researcher realized that the speaker’s 
grammar and pronunciation were not up to desirable standard. Additionally, many advertisements 
from various organizations showcasing exaggerated success stories of high-scoring students. While 
these organizations promoted their methods as effective, the researcher later discovered that some of 
the "successful candidates" were misrepresented or selectively chosen to attract customers. The 
misinformation can create unrealistic expectations and a false sense of security among learners. 

Such discrepancies can be particularly disheartening, especially when learners realize that those 
success stories indeed fail to reflect their own experiences. The scores that cannot meet learners’ 
expectations may lead to feelings of frustration and inadequacy. This highlights the essential need for 
learners to approach social media content with skepticism, seeking credible and well-sourced 
information to ensure a more accurate and effective learning experience. To guard off such misled 
attractions, it is crucial for English language learners to develop our discernment skills, analyze the 
information we encounter, and use it wisely (Liu, 2010). 

3) Personal Reflection on the Use of Social Media as a Student 

The challenge of social media in the researcher’s experience was a state of overuse. During her 
junior high school years, the researcher became overly reliant on social media to the point of addiction, 
which led to a noticeable decline in her academic performance. This prompted intervention from both 
her teachers and parents. Reflective data for this study revealed that several of the researcher’s 
acquaintances also found certain audiovisual materials used by instructors to be distracting. As Nema 
et al. (2023) indicate, existing research shows that multimedia in the classroom can disrupt student 
engagement and hinder instructor assessment. 

Distraction manifests during many homework sessions as well. The researcher recalled a specific 
instance when she received an alert on her mobile phone while completing a challenging assignment. 
Curiosity caused her to check the notification, which turned out to be a video shared by a friend. 
Engaging with the video led to a chain reaction of watching subsequent videos, and before the 
researcher knew it, an hour had passed. This severely disrupted her study schedule, forcing her to 



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extend her bedtime to finish the homework. Many students have reported similar experiences. It is 
clear that if such distractions persist, they will negatively impact our academic performance. Thus, it 
is crucial that students allocate their time wisely and set specific time slots for social media usage, 
ensuring it does not interfere with their studies and lives. In exploring solutions, some students 
mentioned studying at the school library without their phones, leaving them in their dorm rooms, and 
waiting until they returned to check their devices. Others reported using the 'Do Not Disturb' mode on 
their phones to prevent distractions from social media during study time. 

One particularly effective strategy the researcher discovered is using an app called Forest, which 
gamifies the user's focus. Upon completing a challenge, players can 'harvest' virtual trees that signify 
their efforts. Success earns them rewards like gold coins that can be used to purchase additional virtual 
trees, or they can opt to plant real trees, thereby linking productivity to environmental sustainability. 
This dual benefit helps maintain focus while contributing positively to the world. While the researcher 
occasionally succumbs to the lure of social media even within the app, achieving goals in Forest often 
leads to a sense of accomplishment. Watching virtual saplings grow into thriving trees symbolizes the 
cultivation of positive learning habits and an improvement in the researcher’s academic performance. 
This approach allows educators to monitor students’ concentration levels effectively, proving more 
beneficial than merely warning students about the potential distractions of their mobile devices. 

4) Personal Reflection on YouTube and TED Talks as a Teacher 

a) YouTube  

As an educator in primary school English, the researcher has witnessed firsthand how social media 
has revolutionized teaching methodologies. In the past, many Vietnamese teachers tended to rely on 
traditional textbooks and lecture-based approaches, which sometimes restrict student engagement. 
However, the emergence of platforms such YouTube and TED Talks have opened up inspiring 
possibilities, allowing teachers to adopt a more interactive and dynamic teaching style. 

In her teaching experiences, the researcher has designed class projects that employ social media to 
enhance student engagement and participation. Such activities not only broadened the learning 
channels available to students but also transformed them from recipients of information into active 
learners who produce videos and share their findings with a wider audience. It has been incredibly 
rewarding to watch her students develop their digital literacy and critical thinking skills through this 
process, achieving a deeper and more meaningful learning experience. 

One of the most significant impacts of social media on teaching has been the researcher’s ability 
to create a more interactive classroom environment. For instance, it was found that using video 
platforms like YouTube can effectively capture students’ attention and motivate them to participate 
in lessons. When introducing topics, the researcher incorporates short, engaging cartoon videos that 
convey educational content through storytelling. This approach not only makes complex topics 
relatable but also fosters a sense of curiosity and excitement among students. Integrating a Think-Pair-
Share model after watching these videos turns students into active participants, encouraging them to 
discuss ideas, ask questions, and engage critically with what they have learned. 

In her reflections, the researcher has come to appreciate the vast array of visual and auditory 
resources available through platforms such as YouTube. These resources cater to various learning 
styles and enable students to grasp concepts more easily. the researcher recalls a specific lesson with 
her conversation class where she introduced the order of the months using a catchy cartoon video. The 
combination of music and visuals not only helped students remember the sequence but also made the 
learning experience enjoyable. Observing how students lighting up with understanding reinforced the 
researcher’s trust in the effectiveness of a multi-sensory approach to education. 

Using YouTube has transformed the researcher’s teaching resources, allowing her to access a 
repository of educational content that extends beyond the limitations of textbooks. She finds the ability 
to adapt videos to suit students’ interests invaluable. By utilizing platforms such as YouTube Kids, 
she is able to curate age-appropriate content that enhances her teaching across various subjects. This 
flexibility not only enriches the learning experience but also ensures that the material aligns with the 
curriculum and meets the specific needs of students. 

During such practice, the researcher has noticed a significant shift in their engagement levels as 
they share their multimedia projects and receive feedback from peers. One memorable project 
involved having students document and share their observations of the moon over a month. By posting 



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their photos on our Google Classroom forum, they explored the lunar phases hands-on, fostering 
collaboration and creativity. This experience highlighted how social media can transform ordinary 
lessons into engaging, collaborative, and meaningful learning opportunities. 

In her experience as a teacher, the integration of social media into the classroom has reshaped the 
researcher’s teaching practices and enriched her students' learning experiences. By embracing these 
tools, she has moved towards a more interactive, personalized, and relevant approach to education. 
Social media has not only provided valuable resources but has also transformed students into active 
participants in their learning, fostering a culture of communication, collaboration, and creativity.  

b) TED Talk 

TED Talks serve as an effective resource for both students and teachers in the teaching and learning 
process. In Vietnam, where English language proficiency is increasingly essential for academic and 
professional success, TED Talks have emerged as a valuable tool for enhancing learners’ listening 
and speaking skills. This is largely due to their authentic language presentation, diversity, and 
accessibility (Park & Cha, 2013). As globalization continues to shape Vietnam's economy and culture, 
the ability to communicate effectively in English has become more critical than ever (Bui, 2013). 
Consequently, educational institutions across the country are placing a strong emphasis on English 
language learning, elevating its status within the curriculum (Hoang, 2020). Resources like TED Talks 
have become important supplementary tools for modernizing the classroom experience. 

TED, which stands for Technology, Entertainment, and Design, is a non-profit organization that 
offers free presentations available on the Internet (Nursafira, 2020). The platform features recordings 
of global conferences that cover a wide range of topics, from business and science to education and 
entertainment. Since becoming publicly accessible in 2006, TED presentations have garnered 
significant engagement, resulting in more than 1,800 talks and a database of 35,000 transcripts 
available in over 30 languages—a number that continues to grow (Taibi et al., 2010). The talks 
showcase speakers from diverse linguistic backgrounds and cultures, offering a unique platform for 
authentic language input and cultural exploration (Li, 2024). Furthermore, the short duration of each 
video—typically no more than 18 minutes—makes them easily digestible and encourages lively 
classroom discussions around relevant ideas and educational experiences (Ahluwalia, 2018). This 
exposure provides students with practical understanding of English, enriching their knowledge beyond 
traditional textbooks (Johnson, 2018). 

5) The Influence of YouTube and TED Talks on Enhancing Verbal Skills 

a) YouTube and TED Talks as a Model for Pronunciation and Intonation 

The researcher recalls, as a student in the past, how her English speaking used to resemble a robotic 
delivery, She struggled to articulate words yet they lacked the natural rise and fall in tone that 
characterizes fluent speech. Consequently, she was unable to convey her emotions effectively during 
conversations. This issue is not unique to her. Many learners in English as a Foreign Language (EFL) 
contexts share similar challenges, particularly when both teachers and students are non-native 
speakers (Nurhidayat & Syarifah, 2019). To address this, the researcher decided to modify her learning 
approach by exposing herself to authentic materials through YouTube and TED Talks. Employing 
techniques such as mimicking and shadowing while watching these videos has significantly improved 
her pronunciation and intonation. 

Pronunciation involves not only articulating words but also producing the correct sounds of the 
English language. It is argued that practicing and adjusting pronunciation in real time enable learners 
to refine their skills (Nurhidayat & Syarifah, 2019). Such methods enhance students’ understanding 
of contextual language models, increasing their awareness of various components such as auditory 
elements, rhythmic structures, and prosodic features (Totoy Sani, 2019). As noted by Yang (2016), 
engaging with YouTube and TED Talks can help students improve phonetic pronunciation and 
prosody competence, moving one closer to a highly intelligible pronunciation. Research by Tran and 
Nguyen (2024) also indicates that most students surveyed preferred to mimic the intonation and 
pronunciation of speakers while using phrases and vocabulary to refine their own speech. 

While YouTube and TED Talks have been invaluable for improving her pronunciation, they have 
also exposed the researcher to a range of English accents from diverse presenters. However, this 
exposure comes with its own set of challenges. First, the rapid speech of some speakers can make it 
difficult to follow along, particularly if learners miss one or two vocabulary words (Diniya, 2023). 



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This can hinder their ability to listen and effectively imitate the words. Secondly, with so many accents 
to choose from, learners may struggle to determine which accent to emulate, making it difficult to 
achieve consistent fluency (Diniya, 2023). To overcome these obstacles, the researcher often rely on 
transcripts and adjust the video playback speed when struggling to understand the words clearly. 

b) YouTube and TED Talks as a Catalyst for Critical Thinking 

While pronunciation and intonation are vital components of speaking proficiency, critical thinking 
also plays an essential role. Critical thinking encompasses skills developed through understanding a 
specific topic, evaluating evidence, and critically examining arguments (Facione, 1990; Wade, 2009). 
Speaking involves articulating ideas. To express ideas effectively, knowledge is required.  

Since the researcher began watching selected YouTube and TED Talks, she have gained 
knowledge across various fields, including arts, education, and science. The enlightening content of 
TED Talks encourages her to think critically, a process advocated by Tran and Nguyen (2024) as 
being essential to learning efficiency. The slogan "Ideas worth spreading," prominently featured in 
the TED logo, reflects the platform's commitment to sharing knowledge through the insights of 
seasoned professionals (TED, 2016). As Quizhpi Picón (2015) notes, TED is dedicated to countering 
negative narratives by promoting positive ideas and educating audiences on values across multiple 
disciplines. This framework has made TED an effective tool for enhancing oral English learning and 
providing fresh cultural perspectives (Quizhpi Picón, 2015). After watching a talk, the researcher 
develops a habit of summarizing main points and create questions that encourage deeper exploration 
of the topics. Additionally, engaging in discussions with peers allows her to exchange ideas and 
receive constructive feedback, further boosting both critical thinking and speaking skills. 

Despite the advantages of YouTube and TED Talks as resources for critical thinking, there are 
critiques regarding their content. For instance, some videos can be challenging for second language 
learners, often containing lengthy sentences, complex concepts, and less commonly used vocabulary 
(Brown, 2015). Additionally, many videos include cultural references that may not resonate with all 
viewers, potentially leading to frustration. Critics argue that TED's evolving content has become 
overly commercialized, diluting its original mission and making the talks less impactful (Brown, 
2015). Scholars such as Hustad (2014) and Jurgensen (2012) points out that YouTube and TED 
presentations have become more promotional in nature, deviating from their initial objectives. 

c) TED Talks as a Model for Pronunciation and Intonation 

In addition to enhancing pronunciation, YouTube and TED Talks have introduced the researcher 
to various English accents from presenters with diverse backgrounds. However, learning different 
accents presents its own challenges. One significant obstacle is that some speakers talk at a rapid pace, 
making it difficult to follow along and causing learners to miss vital vocabulary (Diniya, 2023). This 
can impede attempts to listen attentively and imitate effectively. Furthermore, with an array of accents 
to choose from, learners may find it challenging to select which accent to emulate, complicating 
learner efforts to achieve fluency (Diniya, 2023). To tackle these challenges, the researcher utilizes 
transcripts and adjusts the video playback speed to better understand listening materials. 

While TED Talks serve as excellent resources for fostering critical thinking, some critiques of their 
content exist. For example, certain talks can be challenging for second language learners, often 
containing long sentences, complex concepts, and uncommon vocabulary (Brown, 2015). Moreover, 
many TED Talks include cultural references that may not resonate with all viewers. Critics argue that 
TED's evolving content has become overly commercialized, which may dilute its original mission and 
reduce the impact of the talks (Brown, 2015). Hustad (2014) compares typical TED Talks to religious 
messaging, while Jurgensen (2012) highlights that modern TED presentations often prioritize 
promotional content over the initial objectives of the speakers. 

Despite these criticisms, the benefits the researcher has garnered from engaging with YouTube and 
TED Talks are substantial. The wealth of statistical information provided by the speakers has enriched 
the researcher’s understanding and led to improved performance in her IELTS speaking examinations. 
She now finds it easier to interact with foreigners and engage in meaningful discussions, having built 
a more substantial reservoir of ideas and enhanced analytical skills compared to her earlier 
experiences. 

 



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3.2 Implementation of the Researcher’s Experiences with Youtube and TED Talks into 
Lessons or Activities to Support the Learning of Others 

1) Applying YouTube and TED Talks for Enhancing Verbal Skills 

This practical section aims to create a dynamic and interactive learning environment that leverages 
the strengths of social media while addressing its challenges. By actively involving students in the 
learning process and providing diverse resources, the researcher hopes to cultivate a more engaging 
and effective educational experience that resonates with their interests and strengthens their language 
skills. 

Social media can be seamlessly integrated into educational settings with minimal conscious effort 
(Mann et al., 2022). As Nicholas et al. (2024) suggest, inspiring social media can significantly boost 
learning motivation and, observed by Alazemi et al. (2023), foster a collaborative learning 
environment. Integrating social media into language education can improve overall proficiency and 
bolster students' confidence when using the target language (Mann et al., 2022). 

a) Activities to Improve Pronunciation and Intonation 

As mentioned earlier, mimicking speakers from YouTube and TED Talks has been a valuable 
method for improving the researcher’s pronunciation and intonation. The researcher would like to 
employ this technique creatively for classroom teaching and learning through an engaging activity 
that she calls “TED Talk Emulation.” 

In this activity, the teacher selects a powerful TED Talk that resonates with students, featuring 
impactful quotes and a clear presentation style. After choosing a talk, the teacher prepares slides 
highlighting key phrases and statements. The class is then divided into small groups to foster 
collaborative learning and peer support. The teacher presents the TED Talk in its original format, 
pausing at strategic moments to encourage students to follow along with the text displayed on the 
slides. Each group member has the opportunity to present a specific section of the talk, imitating the 
speaker’s delivery style. This approach emphasizes the importance of speech delivery, pronunciation, 
and nonverbal communication—essential components of effective public speaking. 

Following the mimicry exercise, students share their reflections on the themes and content of the 
talk. The imagery received during the presentation serves as a literary tool, stimulating students’ 
connections to the text while conveying meanings that transcend mere words. To further engage 
participants, students are encouraged to focus on particular sections and expand upon them using their 
own words, fostering creative thinking. Throughout this process, the teacher circulates the classroom, 
providing guidance, encouragement, and constructive feedback, while promoting critical analysis 
among students. 

One of the key advantages of this activity is that it allows students to evaluate their performances 
and identify areas for improvement by recording their presentations. By emphasizing speaking skills 
through this method, TED Talk Karaoke effectively immerses students in authentic content, enabling 
them to achieve learning outcomes that may not have been possible otherwise. 

Participating in TED Talk Emulation has strong potential to enhance students’ public speaking 
abilities. The lively atmosphere and humour involved in the activity can engage learners’ minds, 
making it easier to focus on the phonetic elements of speech. The researcher has developed a passion 
for enhancing specific areas of the text and utilizing them creatively to guide student learning. 
Watching such recordings can help students improve their delivery, allowing them to interweave 
concepts and express opinions clearly and appropriately. 

b) Activities to Stimulate Idea Generation  

To foster critical thinking in speaking class, the researcher would like to propose an activity called 
"Roleplaying Characters." In this activity, students begin by watching a thought-provoking TED Talk 
that explores various innovations and historical figures. Rather than concentrating solely on 
discussion, the focus is on the characters presented in the talk. Each student selects a historical figure, 
inventor, or entrepreneur relevant to the themes discussed in the TED Talk. This selection encourages 
students to delve deeper into these topics and broaden their understanding. 

Once the characters are chosen, students engage in an interactive session where they embody their 
selected figures, brainstorming ideas and exploring the theme of the TED Talk through the lens of 



159 English Language Teaching Educational Journal   ISSN 2621-6485 
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 Nguyen, T. T. H. (TED talk and YouTube for English education…..) 

their characters. This role-playing approach encourages problem-solving as students consider how 
historical events might unfold and the actions their characters would take in that context. 

Once groups have settled on their characters, they collaborate on a new task. Each student develops 
and verbally presents an argumentative proposal, emphasizing their character’s values, motivations, 
and potential solutions to relevant issues. This exercise requires students to interpret complex ideas 
and articulate their perspectives based on their characters’ viewpoints. An engaging debate ensues, 
facilitating the exchange of ideas, even when they are controversial, as students critically analyze each 
other’s opinions. 

The objectives of this activity enable students to comprehend and apply knowledge effectively. 
Participating in such exercises has allowed the researcher to formulate logical arguments for possible 
solutions while appreciating the value of diverse perspectives. The researcher views these discussions 
as open forums where everyone—regardless of how radical their stance—has the right to share their 
thoughts. Overall, this strategy can made learning engaging and fulfilling, significantly boosting 
learner confidence in articulating ideas and honing skills in supporting them. 

2) Contribution of this Study in the Field 

The research discourse as presented in section 5 of this article has pointed out various benefits and 
features of social media, including TED Talk and YouTube that enhance language education. While 
highlighting these tools as valuable resources for language learners and teachers the recent studies 
tend focuses more on the “what” than the “how’ of social media, that is, not providing sufficient 
strategies of making the tool effective for teaching and learning. The currently study compensates for 
this gap by sharing an in-depth reflective account of how the tools work to improve teaching and 
learning, with specific suggestions for making such efficiency happen. 

4. Conclusion 

This article has explored the significant role of YouTube and TED Talks in enhancing English 
speaking competency while highlighting their broader benefits for language learners. These tools can 
help learners improve pronunciation, fluency, and ability to generate ideas.  Having said that, 
YouTube and TED Talks also come with certain limitations. Issues such as the complexity of the 
language, the speed of speech, and cultural nuances can present challenges for learners, potentially 
leading to misunderstandings. Furthermore, the topics covered may not always resonate with all 
learners, which can further hinder engagement with the material. To address these challenges, it is 
essential for instructors to implement various strategies to enhance language learning. Suggestions 
include providing vocabulary lists prior to the lecture, facilitating teacher-led discussions on cultural 
contexts, and offering transcripts to aid comprehension. By integrating different types of lessons 
alongside YouTube and TED Talks, educators can create a more well-rounded approach to language 
learning. 

Broadly speaking, social media can be seen as a double-edged sword, offering both positive and 
negative aspects. When used wisely, these platforms provide access to knowledge and resources that 
can enhance our learning experience beyond the classroom setting, opening up a broader range of 
possibilities in our lives. However, it is also crucial to recognize the limitations of social media use. 
The phenomenon of the "information cocoon," for instance, can restrict our exposure to diverse 
viewpoints, trapping us in a comfortable but narrow information bubble. Piao and Li (2023) highlight 
that while AI-driven recommendation algorithms attempt to manage information overload, they also 
contribute to the creation of echo chambers filled with homogeneous content and opinions, 
exacerbating social divisions and encouraging prejudice. 

While technology cannot completely replace traditional education, it plays a crucial role in 
supporting and enhancing educational practices. By improving teaching efficiency and enriching the 
learning experience, technology can significantly elevate the quality of education. In particular, the 
thoughtful integration of social media tools creates interactive and engaging learning environments 
that are essential for the success of modern education. Social media serves as an important 
supplementary method in English teaching; to maximize the effectiveness of these tools, future 
technology integration should prioritize the needs and preferences of students, focusing on resources 
they naturally gravitate towards rather than those mandated by educational institutions (Liu, 2010). 



ISSN 2621-6485 English Language Teaching Educational Journal 160 

 Vol. 7, No. 3, December 2024, pp. 150-163 

 Nguyen, T. T. H. (TED talk and YouTube for English education…..) 

Utilizing social media helps English learners acquire new vocabulary that aligns with their 
language proficiency, making the learning process more accessible compared to traditional reading 
materials. Furthermore, it stimulates their interest in learning English, allowing them to engage with 
these tools for extended periods without losing motivation or becoming bored (Khan, 2016). Social 
media also empowers students to become more independent and responsible learners by providing 
opportunities to continue their education outside of traditional classroom settings (Han, 2022). It 
enables them to interact with learning materials in a manner that best suits their personal needs and 
circumstances, enhancing the adaptability and accessibility of education. 

Moreover, social media benefits teachers as well, giving them the ability to “transform traditional 
classroom activities and create a more fun and friendly learning environment” (Aloraini, 2018, p. 181). 
During the pandemic, social media platforms played a pivotal role in maintaining access to language 
learning resources when traditional in-person classes were unavailable. These platforms allowed 
students to continue practicing English, participating in interactive discussions, and accessing a wealth 
of learning materials remotely. This flexibility ensured that learners could progress at their own pace, 
underscoring the essential function social media serves in supplementing formal education, especially 
in times of crisis. 

 

Acknowledgment 

The researcher would like to express her sincere gratitude to all the participants, whose efforts and 
enthusiasm played a crucial role in this study.  

 

Declarations  

Author contribution : I am responsible for the entire research project, from initiating the 
ideas to revising the manuscript.  

Funding statement : No funding is available for this research. 

Conflict of interest : The author declares no conflict of interest. 

Ethics Declaration : As an author, I acknowledge that this work has been written based on 
ethical research that conforms to the regulations of our university and 
that I have obtained permission from the relevant institutes when 
collecting data. I support ELTEJ Journal in maintaining high 
standards of personal conduct and practicing honesty in all my 
professional practices and endeavors. 

Additional information : No additional information is available for this paper. 

 

 

 

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	1. Introduction
	1.1. Research Gap
	1) Innovative Use of Social Media
	2) Research on YouTube and TED Talk in Education

	1.2. Research Questions

	2. Method
	2.1. Approach
	2.2. Data Collection
	2.3. Method of Analysis

	3. Findings and Discussion
	1) The Advantages of Learning English through Social Media
	a) Rich Learning Resources
	b) Breaking the Limits of Time and Space

	2) The Disadvantages of Learning English through Social Media
	a) Lack of Immediate Feedback
	b) Distraction
	c) Lack of Accuracy

	3) Personal Reflection on the Use of Social Media as a Student
	4) Personal Reflection on YouTube and TED Talks as a Teacher
	a) YouTube
	b) TED Talk

	5) The Influence of YouTube and TED Talks on Enhancing Verbal Skills
	a) YouTube and TED Talks as a Model for Pronunciation and Intonation
	b) YouTube and TED Talks as a Catalyst for Critical Thinking
	c) TED Talks as a Model for Pronunciation and Intonation

	1) Applying YouTube and TED Talks for Enhancing Verbal Skills
	a) Activities to Improve Pronunciation and Intonation
	b) Activities to Stimulate Idea Generation

	2) Contribution of this Study in the Field

	4. Conclusion
	Acknowledgment
	Declarations


