Learning Instrument Research Articles

Pelatihan Pengembangan Instrumen Asesmen Berpikir Tingkat Tinggi Bagi MGMP IPA Kabupaten Ogan Ilir

Assessment requires not only knowledge but also skills. Meanwhile, not all science teachers in Ogan Ilir understand and receive training on how to assess the desired assessment in the curriculum, especially assessments for higher-order thinking skills. The purpose of this community service activity is for participants to be able to develop higher-level thinking assessment instruments for science learning in junior high schools. The activity was packaged in the form of training which was attended by 22 people from the Ogan Ilir Regency IPA MGMP. Training is carried out with an in-service training (in) - on the job training (on) - in-service training (in) pattern. In the in-service training activity, 1 participant studied and discussed the material presented by the resource person. During on the job training, participants carry out learning activities independently to develop assessment instruments according to the tasks given in in-service training activities 1. In in-service training activity 2, participants reported and discussed the results of activities carried out during on the job training facilitated by the resource persons. The results of the training showed that participants were able to develop assessment instruments. A number of obstacles were encountered in this training. In the process aspect, the main obstacle faced is limited interaction due to the implementation of health protocols due to the Covid-19 pandemic. In the aspect of implementing training results, the main obstacle is the lack of mutual understanding of the importance of training learners to think at a higher level.

Assessing the Use of Cohesive Devices in Reading Texts of English Textbook

The present study began with wide use of a textbook entitled "Bahasa Inggris" in Sorong. The book is written by Utami Widiati, Zuliati Rohmah, and Furaidah. It focuses on analyzing all the reading passages in the chosen chapters. Qualitative descriptive implemented in assessing the use of cohesive devices proposed by Halliday and Hasan’s (1976) theory. The findings reveal 895 grammatical and 222 lexical cohesions in the reading passages. The grammatical consisted of 622 references, 15 substitutions, 22 ellipses, and 236 conjunctions and the lexical cohesion consisted of 186 reiterations and 36 collocations. Furthermore, as support in providing the text's coherence, the researchers asked the students as ttextbook users to read the passages. It was proven that the texts were readable and understood by the readers. However, they took time to understand the passages with more ellipsis and collocation. Hopefully, this study will give the readers and authors insight of the reading texts by using appropriate cohesive devices in creating coherent reading texts as instruments for teaching and learning.

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students' low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students' physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of content and constructs. According to statistical test results, this learning instrument is also effective in improving students' problem-solving skills on magnetic field subjects. Furthermore, the student's response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students' physics problem-solving skills, especially during the online learning period.

COMPARATION OF STUDENTS’ ACHIEVEMENT ON THE TOPIC OF LINEAR EQUATION ON TWO VARIABLES AT SMP NEGERI 19 AMBON

This research is intended to find out the differences of students’ achievement which taught by using Team Assisted Individualization model and Think Pair Share model. Population of this research are 8th grade students of SMP Negeri 19 Ambon which consists of 10 classes. Research samples are students of class VIII-5 which stated as experiment group I (using TAI model) and students of class VIII-3 which stated as experiment group II (using TPS model). Each experiment group using different learning instruments, especially on students’ worksheets. This research is a quantitative research using posttest only group design. Data of this research is analyzed using t-test which supported by SPSS software version 22.0. Result shows that students group which using Team Assisted Individualization model has better achievement compare to Students on Think Pare Share class

Going online: Successes and challenges in delivering group music instrument and aural learning for older adult novices during the COVID-19 pandemic

As a result of the COVID-19 pandemic, many cultural and artistic programs for older adults have been put on hold, despite the numerous physical, social, and emotional well-being benefits continued participation may bring. This article details a cross-section of participants ( n = 13) in the Active Minds Music Ensemble—a longitudinal Australian-based research project that provides 12 months of group music instrument lessons to healthy older adult novices—who transitioned from face-to-face (F2F) to an online format. Research questions include the benefits and challenges for older adults as they cope with the technological demands of “going online,” perceived effects on teaching and older adults’ musical learning, as well as perceived effects on group learning benefits. Qualitative data were collected from three different perspectives: i) a frequently asked questions (FAQ) report from the research team documenting technological issues, ii) individual semi-structured interviews with the participants, and iii) a reflective report from the teacher. The findings confirm that online group music instrument lessons are viable for and valued by older adults, with appreciation of continued technical support. Teaching and learning changed as a result of the online format, primarily in the reduction of individual feedback and less interplay between participants; this was mitigated by use of various functions such as chat, whiteboards, and breakout rooms. Implications for older adult online music instrument lessons include providing continued technical support to learners and helping them maintain confidence with technology. Social opportunities for informal “side-chatter” may also help them to empathize with and encourage each other during music learning activities.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS ENVIRONMENT LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA SISWA SMA

Learning Problem Based Learning (PBL) on Environment Learning is a learning model in which it relates material to the environment. This study aims to determine the improvement of problem solving abilities in high school students by using the Environmental Learning-based Problem Based Learning (PBL) model. This study uses a quasi-experimental method with a one group pretest-posttest design. This research procedure uses learning instrument validation and analyzes research data using the SPSS application. The conclusion of this research is that learning using the Problem Based Learning (PBL) learning model based on Environment Learning has increased the problem solving ability of students compared to using conventional learning models. Student responses in learning Environment Learning-based Problem Based Learning (PBL) are also positive and make learning more interesting and easy to understand compared to using conventional learning models.
 
 Keywords: Learning model Problem Based Learning based on Environment Learning, problem solving ability of students

The Smart Soil Organism Detector: An instrument and machine learning pipeline for soil species identification

Understanding the diversity of soil organisms is complicated by both scale and substrate. Every footprint we leave in the soil covers hundreds to millions of organisms yet we cannot see them without extremely laborious extraction and microsopy endeavors. Studying them is also challenging. Keeping them alive so that we can understand their lifecycles and ecological roles ranges from difficult to impossible. Functional and taxonomic identification of soil organisms, while possible, is also challenging. Here we present the Smart Soil Organism Detector, an instrument and machine learning pipeline that combines high-resolution imaging, multi-spectral sensing, large-bore flow cytometry, and machine learning to extract, isolate, count, identify, and separate soil organisms in a high-throughput, high-resolution, non-destructive, and reproducible manner. This system is not only capable of separating alive nematodes, dead nematodes, and nematode cuticles from soil with 100% out-of-sample accuracy, but also capable of identifying nematode strains (sub-species) with 95.5% out-of-sample accuracy and 99.4% specificity. Soil micro-arthropods were identified to class with 96.1% out-of-sample accuracy. Broadly applicable across soil taxa, the Smart SOD system is a tool for understanding global soil biodiversity.

The Use of The Rasch Model to Develop Students' Conception of Chemistry Learning Instruments During the Covid-19 Pandemic

Perbedaan konsepsi belajar tergantung pada pengalaman belajar kimia yang dirasakan peserta didik. Perbedaan ini semakin tampak ketika peserta didik harus menjalani pembelajaran jarak jauh dikarenakan pandemi. Untuk mengukur perbedaan tersebut, instrumen konsepsi belajar kimia yang terdiri dari 24 item dengan skala likert dikembangkan dan divalidasi oleh para ahli secara konstruk serta secara empiris dengan menerapkan analisis model Rasch menggunakan software WINSTEPS® (versi 3.73). Tujuan penelitian ini yaitu mengembangkan instrumen konsepsi belajar yang spesifik mengukur konsepsi belajar kimia. Jenis penelitian ini yaitu pengembangan. Populasi penelitian ini sejumlah 247 siswa sekolah menengah atas. Metode yang digunakan untuk mengumpulkan data yaitu survei. Instrument yang digunakan untuk mengumpulkan data yaitu kuesioner. Kualitas psikometrik kuesioner yang dianalisis meliputi reliabilitas, statistik kesesuaian item, penggunaan skala penilaian, dan bias item terhadap gender (Differential Item Functioning (DIF)). Teknik yang digunakan untuk menganalisis data yaitu analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa model Rasch cocok dengan data pengukuran meliputi reliabilitas person dan item (>0,8). Sembilan belas item memenuhi nilai penerimaan untuk statistik kesesuaian item. Selain itu, kategori pada skala berfungsi dengan baik dan bebas dari ketidakteraturan dari nilai Andrich-Threshold. 2 dari 4 item bias gender kemudian dipertahankan dengan merevisi kuesioner. Disimpulkan bahwa instrumen valid dan dapat digunakan untuk mengukur konsepsi belajar kimia.

Needs Analysis of Wasaka Character Assessment Instruments (Religious&Hard Work) in Learning in Elementary Schools

Character in education has become the focus of discussion at school and home, even in social settings. Character is the key to individual goals. Therefore, when children face competition with colleagues from various countries around the world, the quality of human resources in the future will undoubtedly require good character s. This research was conducted to determine the need for wasaka character assessment instruments (religious, hard work) during learning in elementary schools. Descriptive qualitative research was used as a method in this research. Interviews, observations, and document analysis were used to collect data. The purpose of the study was to analyze the need to develop a character assessment instrument for elementary school students. The subject of this research is the classroom teacher. Research data were collected through observation, interviews, and questionnaires/questionnaires. The data analysis technique used is triangulation. The results showed that the analysis of the need for wasaka character assessment instruments (religious, hard work) in learning in elementary schools found findings on the development of assessment instruments that were expected to make it easier for users to assess wasaka character (religious, hard work) in learning in elementary schools needed. The design of the development of the Wasaka character assessment instrument is sought to improve students' self-development and can measure the Wasaka character of the students.

Attitudes in Social Media Affect Learning Motivation: Evidence from Java, Indonesia

The development of student learning motivation is the very dynamic, main task of teachers, particularly in the era of the digital revolution 4.0. Millennial students have been immersed into digital technology, by which learning instruments must also be adjusted, including the competencies, services and attitudes of educators. This study is an attempt to determine the strong influence of social media engagement, competence, service, and teacher attitudes on the learning motivation of high school students. This research was conducted using a field research method with a quantitative approach among 50 students from 22 institutions in 3 provinces, DKI Jakarta, West Java and Central Java. The sampling method is non-probability sampling with purposive sampling type, using a single criteria that is high school students, and data processing techniques is multiple linear regression. The results of the research show that teachers’ social media engagement has a significant effect on learning motivation, teachers’ competence has a significant effect on learning motivation, teacher’ attitude has a significant effect on learning motivation, and teachers’ service has no significant effect on learning motivation. This research is expected to help developing the enthusiasm of high school teachers in improving several aspects to become a favorite figure among students which has impact on the effectivity and efficiency of teaching and learning process.

Needs Analysis of Wasaka Character Assessment Instruments (Religious&Hard Work) in Learning in Elementary Schools

Needs Analysis of Wasaka Character Assessment Instruments (Religious&Hard Work) in Learning in Elementary Schools

Performance Differences in Male Youth Basketball Players According to Selection Status and Playing Position: An Evaluation of the Basketball Learning and Performance Assessment Instrument.

The Basketball Learning and Performance Assessment Instrument (BALPAI) has been initially developed and evaluated to assess the performance of students or youth basketball players on the entry level. As it is currently the only observational instrument that allows an overall assessment of players’ in-game performance, it might represent a valuable tool for talent identification and development purposes. To investigate this potential field of application, this study aimed to evaluate the BALPAI regarding reliability and diagnostic validity when assessing youth basketball players within a competitive setting. The study sample comprised N = 54 male youth players (Mage = 14.36 ± 0.33 years) of five regional selection teams (Point Guards, PG: n = 19; Shooting Guards and Small Forwards, SG/SF: n = 21; and Power Forwards and Centers, PF/C: n = 14) that competed at the annual U15 national selection tournament of the German Basketball Federation (n = 24 selected; n = 30 non-selected). A total of 1997 ball-bound actions from five games were evaluated with BALPAI. The inter-rater reliability was assessed for technical execution, decision making, and final efficacy. The diagnostic validity of the instrument was examined via mean group comparisons of the players’ offensive game involvement and performance regarding both selection-dependent and position-dependent differences. The inter-rater reliability was confirmed for all performance-related components (κadj ≥ 0.51) while diagnostic validity was established only for specific the BALPAI variables. The selection-dependent analysis demonstrated higher offensive game involvement of selected players in all categories (p < 0.05, 0.27 ≤ Φ ≤ 0.40) as well as better performance in shooting and receiving (p < 0.05, 0.23 ≤ Φ ≤ 0.24). Within the positional groups, the strongest effects were demonstrated among PG (p < 0.05, 0.46 ≤ Φ ≤ 0.60). The position-dependent analysis revealed that PG are more involved in total ball-bound actions (p < 0.05; 0.34 ≤ Φ ≤ 0.53), passing (p < 0.001; 0.55 ≤ Φ ≤ 0.67), and dribbling (p < 0.05, 0.45 ≤ Φ ≤ 0.69) compared to players in other positions. Further differences between players according to selection status and playing position were not detected. The results of this evaluation indicate that the instrument, in its current form, is not yet applicable in competitive youth basketball. The findings highlight the importance of optimizing BALPAI for reliable and valid performance assessments in this context. Future studies should investigate the application of stricter and position-specific criteria to use the observational tool for talent identification and development purposes.

Scroll Away! Understanding the Utility of Multi‐Planar Anatomical Images in Instructional Cases for Medical Students

Many medical schools employ the use of single, static images from various anatomical imaging modalities during instructional activities and assessments because they provide a realistic and powerful tool for learning human anatomy. Previous reports have shown 3‐dimensional and multiple, scrollable anatomical images to be beneficial for practicing physicians in making diagnoses and guiding treatments, but there are few reports on the utility of such scrollable images for medical student learning. This project uses a multi‐planar, scrollable imaging file in an instructional clinical case to investigate its effect on student performance and their perception of this learning instrument. We hypothesize that after viewing multi‐planar images, students will have an improvement in their ability to correctly recognize spatial anatomy in an assessment setting and they will report a benefit in their understanding of anatomy and their ability to diagnose a patient’s pathology.Study participants are first‐ and second‐year medical students at the AU/UGA Medical Partnership campus in Athens, Georgia (N=17). Each student received an anonymous link by e‐mail containing the clinical case, a set of assessment questions, and a survey. Students worked through the case, took the assessment, then got to view a multi‐planar computerized tomography (CT) file before taking the assessment again and completing a survey.Participants’ ability to correctly identify the critical clinical anatomy and to identify the abnormality on the assessment were unchanged after viewing the multi‐planar imaging file. Despite this quantitative finding, 100% of participants reported on the survey that the scrollable imaging file improved their understanding of critical clinical anatomy and their ability to recognize an abnormal clinical finding.In terms of clinical reasoning, 24% of the participants made the correct diagnosis from a static image before viewing the scrollable imaging file. Additionally, 30% of the participants originally made an incorrect diagnosis from the static image, but changed their response to the correct diagnosis after viewing the scrollable anatomical imaging file.All participants reported that they would prefer multiple, scrollable images compared to a single, static image when working with case‐based learning materials. Additionally, all participants reported wanting more scrollable anatomical imaging incorporated into clinical cases in the curriculum.Even though participants could consistently identify anatomical structures, the scrollable imaging files notably improved their ability to make an accurate diagnosis. This result is supported by participant feedback reporting the great benefit of scrollable images in improving spatial discrimination and the relationships between pertinent anatomy. Given these findings, medical educators should consider adopting scrollable anatomical images into case studies and instructional materials, particularly in the pre‐clerkship years.

Student’s Concept Understanding and Motivation to Learn Through Flipped Classroom Learning Integrated with Nested Model

This research aimed to describe the effectiveness of the flipped classroom integrated with nested model in student’s concept understanding and motivation to learn. The research type is quasi-experiment with one-group pretest-posttest design. The research was given to 20 students in VII-D class of SMPN 21 Surabaya. The effectiveness of the flipped classroom integrated with nested model was obtained from the results of a concept understanding test and a motivation to learn questionnaire. The student's concept understanding test showed that there was an improvement in gain scores between the pretest and posttest scores which is medium category and 90% of students were declared complete. Meanwhile, the gain score on the completeness of the concept understanding indicator was high category. Then the results of the student’s motivation to learn showed that there was an improvement in gain scores between pretest and posttest which is medium category. The data obtained that flipped classroom integrated with nested model was effective as a learning instrument to improve student’s concept understanding and motivation to learn during the Covid-19 pandemic.

Developmental stages associated with organizational learning in hospitals: An instrument development study.

To develop and test the Organizational Learning Instrument: Development Stages instrument, a measure of hospital units' readiness to engage in organizational learning. Cognitive interviewing, expert review and a quantitative, cross-sectional survey. Item development was informed by previous research on organizational learning. Content validity was assessed and strengthened using cycles of cognitive interviewing and expert review. The resulting instrument was distributed by email to all nurses providing direct patient care in inpatient units in 11 Magnet® hospitals. Data were collected in 2018. Intraclass correlations, using hospital unit as the grouping variable, indicated the need to use multilevel methods to analyse the survey data. Thus, coefficient omega and multilevel confirmatory factor analysis were used to estimate the instrument's reliability and construct validity, respectively. The Organizational Learning Instrument: Development Stages is a 35-item survey comprised of four scales: Identity & Ownership, Team & Respect, Accountability & Support and Reliability & Sustainability. The expert review yielded scale-level content validity scores from 0.90 to 1.0 and item-level content validity scores from 0.86 to 1.0. Survey participants were 1212 nurses, working in 99 inpatient units, across 11 Magnet® hospitals. Intraclass correlations ranged from 0.113 to 0.158. Coefficient omega reliability for the four scales was 0.981-0.993. Standardized factor loadings for the 35 items were 0.699-0.961, with acceptable model fit statistics (comparative fit index=0.980, Tucker-Lewis Fit Index=0.979, and root mean squared error of approximation=0.060). These results indicate the instrument meets or exceeds generally accepted criteria for content validity, reliability and construct validity instrument, and is suitable for further use and testing. Nurse administrators, managers and researchers now have a valid, reliable instrument to better foster and study organizational learning in hospital units. Advances in organizational learning are expected to improve a variety of patient, staff and organizational outcomes in hospital units.

Validity of E-module on Ion equilibrium and pH of salt solution oriented Chemo-Entrepreneurship (CEP)

The Covid-19 pandemic has affected many sectors of life, including education. Educators are required to be able to carry out online learning processes and design interesting learning instruments. One of them is a teaching material in form of E-module. In this study, the E-module was designed by utilizing a digital application, namely the kvisoft flipbook maker. The design of this e-module was oriented to chemo-entrepreneurship (CEP) on ion equilibrium and the pH of salt solution materials. The aim of this study was that students possessed the skills to make a chemical-based product. The validity of the E-module was carried out with the Plomp research design consist of an initial investigation phase, a design phase, a realization/construction phase, and a validation phase. The results of the validity of E-module oriented CEP on ion equilibrium and the pH of salt solution materials revealed that the validity from the material expert was 95% with valid category and the validity from the media expert was 87% with valid category.&#x0D;

Preface

ESCUELA POLITÉCNICA NACIONAL Departamento de Física XVII Encuentro de Física October 2021Dear Participants,On behalf of the organizing committee, I would like to express our gratitude for sharing and discussing the results of your research in the framework of the XVII Encuentro de Física.October 2021 was an exciting month, in which we organized five practical workshops prior to the conference. The topics for each of these workshops were mechanics, electromagnetism, optics, biophysics, scientific programming, and the teaching of physics. All in all, more than 170 students took part in these.During the conference, we had 13 truly outstanding keynote speakers, 52 oral presentations, and 26 poster contributions. In this edition of the XVII Encuentro de Física we decided to accept works from all the major topics of physics reflecting the interests of our Physics Department. In Fig. 1, the topics distributions of the presented works as oral contributions and posters are shown.List of titles WELCOME TO THE XVII ENCUENTRO DE FíSICA, HISTORY OF THE ENCUENTRO DE FíSICA, COMMITTEE, KEYNOTES, ASTRONOMY, HIGH ENERGY PHYSICS, DARK MATTER AND STANDARD MODEL, ELECTROWEAK INTERACTIONS: FROM DISCOVERYTO PRECISION TESTS OF THE STANDARD MODEL, MACHINE LEARNING / COMPLEX SYSTEMS ARTIFICIAL INTELLIGENCE FROM PHYSICS, COMPLEX NETWORKS AND THEIR APPLICATIONS, ARTIFICIAL INTELLIGENCE IN MULTIMODALITY MEDICAL IMAGING: PAST, PRESENT, ANY FUTURE?, GEL DOSIMETRY, APPLICATIONS OF MACHINE LEARNING IN RADIOTHERAPY, LOW-COST METHODS AND INSTRUMENTS FOR ADVANCED HOLOGRAPHIC MICROSCOPY, TEACHING OF PHYSICS, TEACHING OF PHYSICS, LOW-COST EXPERIMENTAL RESOURCES IN THE TEACHING OF PHYSICS TO SHARE WITH TEACHERS, PEROVSKITE SOLAR CELLS, A BRIEF LOOK INTO ELECTRON MICROSCOPY: UNVEILING MATERIALS PROPERTIES AT THE ATOMIC AND NANOMETER LEVEL, A VIRTUAL TOUR OF THE GALAPAGOS ISLANDS, ORAL CONTRIBUTIONS, Complex systems, Condensed matter physics, High-energy physics, Medical physics, Optics, Teaching of physics, Other, POSTERS, Complex systems, Condensed matter physics, High-energy physics, Optics, Other are available in this Pdf.

Collaborative and Problem Solving Instruments in Project-Based Physics Learning

This study aims to develop an assessment instrument that is able to measure collaboration and problem solving abilities in project-based physics learning that is valid, reliable and practical. This type of research is Research Development by adapting 7 stages of development from Borg Gall. Product expert validation was carried out to assess aspects of construction, substance and language, the results of expert validation of the assessment instrument were 87.85% with very valid criteria. As for the analysis of the results of field trials on 64 students using the Rasch model, it was obtained: (1) 21 questions about the collaboration ability instrument and 19 questions about the problem solving ability instrument were declared valid; (2) the reliability value of the collaborative and problem-solving ability assessment instrument is 0.97 and 0.89 (very good category); (3) the average value of the practicality test of the collaboration and solving ability assessment instrument is 81.21 (very high criteria).

Kambuik Kuantan Singingi culture for realistic mathematics education approach

The mathematics learning tools used by teachers today are often less attractive and monotonous. Teachers are rarely objects in their culture. The environment around students can be utilized for the learning process. Many have argued that culture-based learning tools can be used in learning. This study aimed to validate mathematics learning instruments involving Kambuik Kuantan Singingi culture. The learning is intended to bed implemented based on the Realistic Mathematics Education (RME) approach in junior high school. The instrument was developed using the Plomp model. The validation data were collected using a set of questions. For the lesson plan, there were six aspects measured, namely the content, presentation, learning activities, learning resources, and assessment instruments, while for the worksheets, five aspects were included: content, didactic, construction, technical presentation, and time allocation. Three experts in the area were invited as validators. The results suggested that the learning instruments (lesson plans and worksheets) were valid to be implemented at school. It can be concluded that the Kambuik Kuantan Singingi culture can be used as a resource of learning in the RME framework.

The Impact of Using TED Talks as a Learning Instrument on Enhancing Indonesian EFL Learners’ Listening Skill

Regarding the popularity of TED Talks which are freely accessible online, we were encouraged to examine the impacts of this online resource on Indonesian EFL learners’ listening skills. The Oxford Quick Placement Test (OQPT) was used to recruit 70 Indonesian intermediate respondents for the research. They were then split into two groups: one experimental group (EG) and one control group (CG). After that, a listening test was administered to both groups. After that, the EG participants watched TED Talks via mobile devices, and the CG participants practiced listening skills via DVDs and CDs of the course textbook for 13 sessions. When the treatment ended, a posttest of listening skills was administered to the participants of both groups, and the collected data were analyzed via running paired samples and independent samples t -tests. The results indicated that both groups had better listening performances in their listening posttests, but the EG outperformed the CG after the treatment. Overall, the results showed that using TED Talks was more advantageous for listening development than using DVDs and CDs of the course textbook. The implications of this study can encourage EFL teachers to integrate TED Talks into their English classes.