TED Talks in EFL classrooms: Task-supported vocabulary learning and learner empowerment

This study examined the efficacy of integrating Technology, Entertainment, and Design Talks (TED Talks) into a tertiary-level general English course in Korea, focusing on task-supported lexical development, learner perceptions, and psychological empowerment. An explanatory sequential mixed-methods design was implemented with 20 undergraduates in a 15-week English course, of whom 17 completed all vocabulary assessments. Data collection included pre- and post-administrations of the vocabulary size test, a perception survey, and semi-structured interviews. Quantitative data were analyzed via paired-samples t -tests and non-parametric tests for survey dimensions, and qualitative data through reflexive thematic analysis, with integration achieved through a side-by-side comparison strategy. Results revealed a statistically significant vocabulary gain of approximately 1,076 word families ( p < .001), corresponding to a large effect size ( d = 1.04). While the lack of a control group limits causal claims, this improvement situates learners materially closer to lexical thresholds required for authentic discourse comprehension. Survey findings indicated uniformly positive perceptions regarding vocabulary and listening development; however, ratings for personal relevance exhibited greater variability. Thematic analysis elucidated these patterns, identifying three interconnected themes: (1) positive English learning experiences, (2) strategy-embedded English learning gains, and (3) psychological empowerment. These themes illustrate how innovative pedagogy, scaffolded instruction, and self-regulated strategies link authentic multimodal resources to measurable progress and profound learner transformation. In sum, the study provides robust evidence that TED-based instruction is a scalable and contextually appropriate methodology for English as a foreign language (EFL) education, demonstrating that authentic resources, when embedded in structured pedagogical tasks and curated diversity, can accelerate vocabulary learning while fostering motivation, self-efficacy, and future-oriented learning identities.