Evaluating the Impact of TED Talks on the Development of Listening Skills among Uitm Shah Alam Students

This study explored how watching TED Talks influences the listening skills of the undergraduate students at Universiti Teknologi MARA (UiTM) Shah Alam. Grounded by Cognitive Load Theory, it examined whether the frequency of watching TED Talks was related to the listening abilities of the students, investigated their experiences and perceptions of using TED Talks, and considered how they viewed the platform's role in supporting listening development. A quantitative cross-sectional survey design was adopted, and data were collected from 100 undergraduate students through a structured questionnaire. The responses were then analysed using both descriptive and inferential statistical methods. The findings have indicated that students who have watched TED Talks more frequently generally have demonstrated better listening performance. Most participants viewed TED Talks as an engaging and useful resource that helped improve their listening comprehension while exposing them to the many different variety of English accents. Concurrently, many students acknowledged encountering difficulties, particularly with fast-paced speech, unfamiliar vocabulary, and different accent varieties. Overall, the results suggest that TED Talks can indeed serve as an authentic and very easily accessible resource for developing English listening skills in higher education. Incorporating authentic multimedia materials such as TED Talks into English language classrooms may provide students with more meaningful opportunities to practise listening while increasing their motivation and engagement with the learning process.

TED Talks; listening skills; English language learning; Cognitive Load Theory; authentic learning materials.

1. Ahmad, N., Alias, F. A., Hamat, M., & Mohamed, S. A. (2024). Reliability analysis: Application of Cronbach's Alpha in research instruments. Universiti Teknologi MARA. https://appspenang.uitm.edu.my/sigcs/2024-2/Articles/20244_ReliabilityAnalysis ApplicationOfCronbachsAlphaInResearchInstruments.pdf [Google Scholar] [Crossref]

2. Aini, N., Basthomi, Y., Suryati, N., & Kurniarahman, I. (2025). Indonesian students’ perceived usefulness of the integration of TED Talks for English language learning: The Technology Acceptance Model (TAM) framework. PASAA, 70, 411–442. https://files.eric.ed.gov/fulltext/EJ1486534.pdf [Google Scholar] [Crossref]

3. Anderson, T., et al. (2022). Validity and reliability of a questionnaire developed to explore quality assurance in vocational and technical education. Humanities and Social Sciences Communications, 9. https://doi.org/10.1057/s41599-022-01306-1 [Google Scholar] [Crossref]

4. Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). Routledge. [Google Scholar] [Crossref]

5. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. [Google Scholar] [Crossref]

6. De Jong, T. (2020). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 48(1), 1–4. https://doi.org/10.1007/s11251-020- 09517-0 [Google Scholar] [Crossref]

7. Figueiredo, R. G., Patino, C. M., & Ferreira, J. C. (2025). Cross-sectional studies: Understanding applications, methodological issues, and valuable insights. Jornal Brasileiro de Pneumologia,51(1). https://doi.org/10.36416/1806-3756/e20250047 [Google Scholar] [Crossref]

8. Fiorella, L., & Mayer, R. E. (2021). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press. [Google Scholar] [Crossref]

9. Gavenila, E. I., Wulandari, M., & Renandya, W. A. (2021). Using TED Talks for extensive listening. PASAA, 61, 147– [Google Scholar] [Crossref]

10. 180. https://files.eric.ed.gov/fulltext/EJ1304993.pdf [Google Scholar] [Crossref]

11. Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches (2nd ed.). Guilford Press. [Google Scholar] [Crossref]

12. Leppink, J. (2021). Cognitive load theory: Practical implications and an important challenge. Journal of Taibah University Medical Sciences, 16(4), 617–622. https://doi.org/10.1016/j.jtumed.2021.01.008 [Google Scholar] [Crossref]

13. Liao, H. C., & Huang, I. T. (2016). Multimedia-assisted language learning and learner engagement. Mayer, R. E. (2001). Multimedia learning. Cambridge University Press. [Google Scholar] [Crossref]

14. Namaziandost, E., Razmi, M. H., & Tilwani, S. A. (2022). The impact of technology-enhanced authentic materials on EFL learners’ listening comprehension and motivation. Education and Information Technologies, 27(6), 8119–8138. [Google Scholar] [Crossref]

15. Ramadhan, R., & Aminatun, D. (2024). TED Talks: An influential medium to improve students’ listening skill. [Google Scholar] [Crossref]

16. Jurnal Riset dan Inovasi Pembelajaran, 4(2).https://doi.org/10.51574/jrip.v4i2.1632 Rost, M. (2011). Teaching and researching listening (2nd ed.). Routledge. [Google Scholar] [Crossref]

17. Shodiya, O. A., & Adekunle, T. A. (2022). Reliability of research instruments in management sciences research: An explanatory perspective. Scientific Papers of Silesian University of Technology, Organization and Management Series, 166. http://dx.doi.org/10.29119/1641-3466.2022.166.46 [Google Scholar] [Crossref]

18. Simkus, J. (2023). Stratified random sampling: Definition, method & examples. Simply Psychology. https://www.simplypsychology.org/stratified-random-sampling.html [Google Scholar] [Crossref]

19. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 [Google Scholar] [Crossref]

20. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5 [Google Scholar] [Crossref]

21. TED. (2025). TED Talks: Discover ideas worth spreading. https://www.ted.com/talks [Google Scholar] [Crossref]

22. Thuy, T. H. T., & Tuyen, L. V. (2024). Using TED Talks as authentic materials to enhance high school students’ English listening skills. International Journal of English Literature and Social Sciences, 9(4). https://archive.org/details/ijels-06-july-august-2024 [Google Scholar] [Crossref]

23. Tilwani, S. A., Vadivel, B., Uribe-Hernández, Y. C., Wekke, I. S., & Haidari, M. M. F. (2022). The impact of using TED Talks as a learning instrument on enhancing Indonesian EFL learners’ listening skill. Education Research International, 2022, Article 8036363. https://doi.org/10.1155/2022/8036363 [Google Scholar] [Crossref]

24. Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge. https://doi.org/10.4324/9780203843376 [Google Scholar] [Crossref]

25. Wulandari, A. S., Nur’aini, S., & Hawa, F. (2024). Students’ perception on the use of TED Talks to improve listening skills. Berumpun: International Journal of Social, Politics, and Humanities, 7(1). https://doi.org/10.33019/berumpun.v7i1.124 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study