Quick Placement Test Research Articles

The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

This research was carried out to comparatively study the impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy of Afghan English as a foreign language learners. To accomplish this, 172 learners enrolled at a language institute, through an Oxford Quick Placement Test (OQPT), 120 lower-intermediate learners and 5 higher-intermediate learners were selected. These selected participants were assigned into four groups: portfolio group (N = 30), self-assessment group (N = 30), scaffolded peer assessment group (N = 35), and control group (N = 30). The five higher-intermediate learners were injected into the scaffolded peer assessment group to function as the mediators, hence more participants in the group. After selecting the participants, through a reading-span test developed by Shahnazari (2013), learners’ working memory (WM) span was determined. It was discovered that 16 subjects in the portfolio condition, 14 self-assessment learners, 18 participants in the peer assessment group, and 13 participants in the control condition had high WM, while the rest of the participants had low WM. Thereafter, through validated instructor-made tests, subjects’ reading comprehension, knowledge of targeted lexical items, and grammatical accuracy at baseline were determined. Then, a ten-session treatment began. After the treatment, a follow-up post-test was administered. The results of three two-way between-group MANOVA disclosed that all three experimental conditions outstripped the comparison group on the second occasion and that high WM learners outstripped low WM learners (with a large effect size on reading comprehension test (partial eta squared = .365), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .095), a large effect size on vocabulary post-test (partial eta squared = .465), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .083), a large effect size on grammar test (partial eta squared = .500), and a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .072)). The results further revealed that subjects in the scaffolded peer assessment group outstripped subjects in other experimental conditions, but the difference was non-significant. Additionally, the difference between the portfolio assessment and self-assessment group was not statistically significant. The implications of the study are reported.

Nunation and the L2 acquisition of English indefinite articles by L1 Najdi and Hijazi speakers

Whether nunation is a marker of indefiniteness is a controversial issue in the literature of Arabic grammar. To date, no study has investigated whether the use of nunation in a speaker’s L1 can affect their second language (L2) acquisition of English articles. This paper reports the results of a study on the use of English articles by speakers of two Saudi dialects, Najdi and Hijazi, of which only the former – Najdi – grammaticalises nunation. The study recruited 56 participants (24 Najdi speakers, 24 Hijazi speakers and 8 native speakers of English). The experimental groups were third-year secondary school students whose English was at the elementary level, according to the Oxford Quick Placement test. The participants completed a 48-item multiple-choice test that examined their use of the English indefinite articles a and ø. It was found that a) the participants used ø more accurately than a; b) Najdi speakers were more accurate in using a than ø due to the presence of nunation in Najdi; and c) because Hijazi does not use nunation, Hijazi speakers were more sensitive than Najdi speakers to the semantic properties of nouns modified by articles.

The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners

Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects of consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context. To achieve this, 90 EFL grade 11 learners from three intact classes were selected through a convenience sampling procedure and were assigned to DA, CR, and control groups, respectively, with the same number of participants in each condition. A nonrandomized pretest–posttest design was carried out. The results of the Oxford quick placement test revealed that the participants had pre-intermediate English proficiency. To assess learners’ morphological awareness, two different tests of morphological awareness were given both prior to the treatment and right after it. The DA group received interactionist DA on the target morphemes, the CR group received CR instruction on the target form, and the control group received nothing. The results of a one-way between-groups ANOVA revealed that both DA and CR groups significantly outperformed the control group on the post-test. A further post hoc analysis using Bonferroni adjustment demonstrated that the difference between DA and CR groups was also statistically significant with a small effect size (eta squared = 0.042), substantiating the superiority of DA over CR tasks on morphological awareness. The theoretical and pedagogical implications of the study are discussed.

The relationship between EFL learners’ satisfaction with online education and their anxiety level

The present study aimed to investigate the relationship between Iranian senior high school EFL learners’ satisfaction with online education and their anxiety level during COVID-19 outbreak. To this end, 180 students from two senior high schools were asked to participate in this study. Based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 students through availability sampling. To determine the anxiety level of the participants, the Foreign Language Classroom Anxiety Scale was employed. Moreover, the satisfaction questionnaire was used to check the learners’ satisfaction with online education. The Pearson correlation was run to determine the correlation between different levels of anxiety and e-learners’ satisfaction. The results indicated that there was a significant negative correlation between these variables. In other words, as the anxiety level of the participants increased, their satisfaction with online education decreased to a significant extent. Keywords: Anxiety levels, EFL elementary learners, e-learners’ satisfaction;

The Effect of Mobile-Assisted Language Learning Using Tiny Cards App on Iranian Intermediate EFL Learners’ Vocabulary Learning and Retention

Emerging technologies have brought about major changes in the teaching and learning processes, and there is no doubt that the rapid growth of technology has significantly changed the way English teachers transfer knowledge to their students. Accordingly, this study investigated the effect of MALL using Tiny Cards app on Iranian intermediate EFL learners’ vocabulary learning and retention. It was a quantitative research employing a quasi-experimental design. Forty intermediate EFL learners, taking English course at Farzan English Language Institute, Rasht, Iran, were selected as homogeneous participants based on Quick Placement Test. Next, they were non-randomly divided into one experimental group (N = 20) and one control group (N = 20). Before the onset of treatment, a pretest of vocabulary was administered to certify the learners’ initial knowledge of vocabulary items. The groups then received the treatment on their vocabulary for eight sessions. The experimental group received instruction of vocabulary through Tiny Cards app. The control group, however, received the same items but approached them through traditional method of instruction without MALL. Overall, the results of independent-samples t-tests for the posttest and delayed posttest of vocabulary revealed that there was a statistically significant difference between the two groups in their performance on the posttest and delayed posttest of vocabulary learning and retention. Finally, it was concluded that the findings can be utilized by the teachers, materials developers, and education authorities to provide Iranian EFL learners with MALL vocabulary instruction.

Scaffolding via Group-dynamic Assessment to Positively Affect Motivation, Learning Anxiety, and Willingness to Communicate: A Case Study of High School Students.

Although a mass of studies has demonstrated the effectiveness of scaffolding through group-dynamic assessment (G-DA) in fostering English as a foreign language (EFL) learners' language skills and components, its contributions to developing psychological constructs, such as motivation, learning anxiety (LA), and willingness to communicate (WTC) have remained largely unexplored in the context of Iranian high schools. Thus, this study purported to disclose the contributions of G-DA to Iranian high school students' motivation, LA, and WTC. For these purposes, 124 grade 11 students were chosen through a random sampling method at Shahed High School in Borujerd City, Iran, homogenized through the Oxford Quick Placement test (OQPT), and randomly allocated as a control group (CG) (n = 23) and an experimental group (EG) (n = 23). Afterward, a pre-test, interventions (for 16 one-hour sessions held two times a week as an extra-curricular program), and a post-test were implemented. The results of the independent samples t-tests evidenced that EG's motivation significantly improved compared to CG after the interventions. Additionally, the findings revealed that the G-DA-based instruction significantly contributed to relieving EG's LA. Further, the results uncovered that a statistically significant difference existed between EG and CG concerning the gains in WTC. The findings gained in this study are anticipated to contribute significantly to the various EFL settings, as well as they offer a variety of recommendations and implications for relevant stakeholders.

Examining the Effects of Cue Cards on EFL Learners’ Speaking Fluency, Accuracy, and Speaking Anxiety

As using cue cards is not common in Iranian EFL classes, this research aimed at examining the impacts of applying cue cards on developing the speaking accuracy and fluency of Iranian EFL students. Additionally, this study looked at how employing cue cards helped Iranian EFL learners reduce their speaking anxiety. Sixty of the 97 Iranian EFL students who took the Oxford Quick Placement Test were selected as the target sample for the current research. The selected participants were then indiscriminately designated into two groups: control and experimental of equal size. Afterward, the pretests of speaking fluency and accuracy and speaking anxiety were administered to both groups. After pretesting, the experimental group was instructed by using cue cards, and the control group was instructed by a traditional speaking method. After the instruction finished, both groups took the posttests of the mentioned variables. The data analysis revealed that on their speaking accuracy, fluency, and anxiety posttests, the experimental group outperformed the control group. According to results, applying cue cards led to positive effects on speaking fluency, accuracy, and anxiety. Ultimately, based on the findings, some implications and conclusions were proposed.

EFL Learners’ Vocabulary Achievement and Autonomy: Using Memrise Mobile Application

There has been rapid advancement in the use of technology through which an extensive array of mobile technologies have been introduced to educational contexts. In the same vein, mobile assisted language learning provides new possibilities for improving language learning conditions. The current study was an attempt to find out the effect of Memrise Mobile Application on Iranian upper-Intermediate EFL learners’ vocabulary achievement and their autonomy. To find the effects, a pre-test post-test quasi-experimental study was conducted. Fifty participants were selected from a cluster of 110 students. The Quick placement test as a test of homogeneity was administered to select the upper intermediate learners. Accordingly, 25 participants for each of the experimental and control groups were selected. Memrise Mobile Application was employed during the treatment period for teaching the 504 Absolutely Essential Words book to the experimental group while the control group was instructed the textbook of 504 Absolutely Essential Words. The intervention continued for a period of 8 weeks. A researcher-made vocabulary test and Zhang and Li’s (2004) standardized questionnaire on autonomy were administered. For the qualitative data collection, a semi-structured interview was conducted to determine the participants’ attitudes. An Independent T-test was run the results of which revealed a significant difference between the two groups in vocabulary achievement. However, there was no significant difference between the two groups in autonomy. Moreover, based on the qualitative data it was concluded that the experimental group participants were more motivated holding a more positive attitude.

Exploring the effects of online learning on EFL learners' motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran.

With the emergence and dissemination of the COVID-19 pandemic and the transformation of education to online classes, it is important to explore the effects of online learning on EFL learners' psychological factors in the Iranian EFL learners. Hence, this study aims to explore the effects of online learning on EFL learners' motivation, anxiety, and attitude. For this purpose, using a convenience sampling method, a total of 293 upper-intermediate EFL learners at Iran Language Institute in Ahvaz, Iran, took the Oxford Quick Placement Test, and 200 EFL learners whose scores fell around the mean were selected and assigned randomly to an experimental group and a control group. The participants' motivation, anxiety, and attitudes were measured before and after the treatments (lasting 10 one-hour sessions held once a week) using validated questionnaires. The collected data were analyzed through a one-way MANOVA test and a one-sample t-test. The findings evidenced that online learning positively affected the participants' motivation, anxiety, and attitudes. That is, due to the online learning, their motivation increased, their anxiety lowered, and positive attitudes were shaped toward L2 learning. Finally, based on the findings, some implications are proposed.

Role of Morphological and Metalinguistic Awareness on Reading among Turkish EFL Learners

This study investigates the effect of morphological treatment on morphological awareness and reading comprehension skill in a foreign language teaching. Experimental design was used in this study which was conducted with 74 freshmen who are studying at Translation and Interpreting Department. Following the Oxford Quick Placement Test and Nation’s Vocabulary Knowledge Test, the participants were divided into two groups as experimental and control groups. Before starting the training process, both groups were pretested with ‘Morphological Correction Test (MCT)’ and ‘Reading Comprehension Test (RCT)’. Following the completion of the pre-test, the treatment period of experimental group for 2 semesters started, while the control group completed the same exercises and studies without focusing on the morphological awareness. Behind the training, post-test study was applied to both groups and the differences were analysed. According to the results, the experimental group outperformed the control group in MCT and RCT. In other words, the morphological awareness of the experimental group increased efficiently; in addition to this, their reading comprehension skills developed as well. Besides, it can be said that the participants benefited effectively and consciously from the explicit training period of morphological awareness and this helped them improve their metalinguistic capacity.

The Impact of Scaffolded Metacognitive Writing Strategy Instruction on Iranian Intermediate EFL Learners’ IELTS Writing Task 2

According to research findings, metacognition has been shown to have an essential role in education. As individuals are different,6 metacognitive knowledge cannot be the same for all learners. Learners need to be trained to improve their metacognition. Given this, the current study has examined the influence of scaffolding awareness and the use of metacognitive strategies during a strategy instruction program on the performance of Iranian EFL learners on IELTS writing task 2. To achieve this aim, using the Oxford Quick Placement Test (OQPT), eighty intermediate EFL learners (males and females) were selected from among 100 learners. They were randomly assigned to two groups of forty participants each as control and experimental groups. To benchmark the participants’ writing skills, an IELTS writing task 2 question was administered as the pretest. The experimental group received scaffolded metacognitive strategy instruction in their writing practices for four weeks, with 6 hours per week. The control group was instructed in traditional writing practices. The purpose was to promote the metacognitive awareness of the experimental group in performing the writing task. At the end of the treatment, another IELTS writing task 2 question was assigned as the posttest to measure the participants’ gain due to the treatment application. The independent and paired samples t-tests indicated that scaffolded metacognitive instruction effectively improved learners’ metacognitive awareness, which led to their improvement in writing skills. There was not any significant difference between males and females’ posttest mean scores.

Fostering EFL learners' motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions.

In the literature, a mass of studies have inspected the effects of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) on Iranian English as a Foreign Language (EFL) learners’ achievement. However, the effects of CALL and MALL on psychological factors, such as motivation, anxiety, and self-efficacy, have largely remained unexplored. Thus, this study explored the effects of CALL and MALL, and face-to-face (FTF) learning environments on Iranian EFL learners’ motivation, anxiety, and self-efficacy. To this aim, using a random sampling method, a total of 137 male EFL intermediate learners were selected and homogenized using the Oxford Quick Placement Test (OQPT). Based on the test scores, a total of 90 EFL learners were selected and randomly assigned to three groups, namely, CALL (n = 30), MALL (n = 30), and FTF (n = 30). Then, the participants’ motivation, anxiety, and self-efficacy were gauged prior to the instructions. Afterward, they received CALL-based, MALL-based, and conventional instructions which lasted 25 1-h sessions held twice a week. At the end of the instructions, the participants’ motivation, anxiety, and self-efficacy were measured again. The collected data were analyzed through a one-way MANOVA. Findings evidenced that the experimental groups’ motivation, anxiety, and self-efficacy were positively affected by the CALL-based and MALL-based instructions. However, there was not a statistically significant difference between the CALL group and MALL group concerning the gains of motivation, anxiety, and self-efficacy. In light of the findings, a range of implications is suggested for relevant stakeholders.

Cultural Resources, Listening Comprehension of Intermediate Iranian EFL Learners and their Emotional Intelligence

The notion of emotional intelligence (EQ or EI) was provided to complement general intelligence. This study intended to study the influence of emotional intelligence on listening comprehension of junior high school EFL learners from both genders when using culture-based materials. In so doing, a number of 50 Iranian intermediate level EFL learners were selected using the Oxford Quick Placement Test (OQPT). In addition, Trait Emotional Intelligence Questionnaire was employed. The listening test was administered first. Participants were classified into an experimental and a control group. In the experimental group, students were exposed to listening materials such as special expressions, idioms, and conversations. After ten sessions, participants participated in the listening post-test. The results of an independent samples t-test showed that the performance of the participants in the two groups was significantly different. Moreover, one-way ANOVA and post-hoc analysis revealed that gender significantly affects the listening skills of EFL learners with varying degrees of emotional intelligence when using cultural material in listening lessons. The findings of this study can lead language teachers to include materials as listening pieces about cultural entities to improve the listening ability of language learners.

A Single or Separate Entities? A Genre-Based Investigation Into the Correspondence Between L1 and L2 Writing Skills

Reflecting one of the state-of-the-art issues in SLA, this study aimed at inspecting the correspondence between Persian and English writing skills to see whether or not they emerged from a single entity called multi-competence (Cook, 1991, 2016). Besides, the impact of genre on Persian and English writing skills was examined to explore if the skills and their possible source were genre-sensitive or not. In so doing, 50 MA TEFL students, at the intermediate level of language proficiency, were selected through Oxford quick placement test. Each student wrote down four argumentative and descriptive compositions: two in Persian and two in English. Then the compositions were evaluated based on the criteria of IELTS task 2 writing scoring scale. To analyze the obtained data, Pearson product-moment correlations and one-way repeated measures ANOVAs were employed. The findings illustrated that there were significant correlations between Persian and English argumentative and descriptive compositions, which supported the possible existence of the single entity, multi-competence. The findings also displayed that genre affected the participants’ L1 and L2 writing skills, implying that the skills and their source, multi-competence, were possibly influenced by genre. Based on the findings, it is recommended that L1 writing instruction be included in L2 writing courses as they are inter-dependent and can help each other’s amelioration. It is also suggested that a genre-based approach be utilized in L2 writing instruction to enhance the students’ awareness over the building blocks of each genre.

An Investigation of EFL Learners’ Vocabulary Retention and Recall in a Technology-Based Instructional Environment: Focusing on Digital Games

Using digital games in language learning is beneficial, but their effectiveness in the Bangladeshi EFL context has been overlooked. Therefore, the purpose of this research was to evaluate the impact of playing digital games on Bangladeshi EFL learners’ ability to remember and retain the language. The Oxford Quick Placement Test was given to 78 Bangladeshi English as foreign language students. Based on the findings, 50 primary school pupils were selected based on the convenient sampling method as the study’s target group for further investigation. Afterward, they were separated into two groups: one for the experiment and another for the CG. After that, all subjects were subjected to pretesting, and then, the therapy was administered. The EG was educated by the researcher via the use of digital games. The participants in the EG were taught English vocabulary via the use of a computerized game, which they found entertaining. On the other hand, the students of the CG received a traditional vocabulary teaching. After teaching 90 vocabulary in nine sessions, an immediate vocabulary posttest was conducted on both groups to determine the treatment’s possible effects on their vocabulary recall. Three weeks later, a delayed posttest was given to the participants to examine the effect of digital games on their vocabulary retention. The results of paired samples and independent sample t -tests showed that there was a significant difference between the immediate and delayed posttests of the EG and CGs in favor of the EG. The EG outperformed the CG both on the immediate and delayed posttests. This study has some implications for teaching and learning vocabulary.

Cultural Familiarity, Foreign Language Speaking Skill, and Foreign Language Anxiety: The Case of Indonesian EFL Learners

Since cultural aspects of language learning are not incorporated in some EFL materials and textbooks, this study can be important to investigate the impacts of using cultural-based instruction on developing the speaking skill of Indonesian EFL learners. In addition, this research tried to examine the effects of using cultural-based instruction on foreign language anxiety of Indonesian EFL learners. To reach these aims, the Oxford Quick Placement Test (OQPT) was given to 83 EFL learners, and 50 of them were selected for the target sample of the current investigation. The selected respondents were then randomly divided into two equal experimental and control groups. Afterward, the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was given to both groups. After providing the stated questionnaire, both groups were pretested by a speaking test. After that, the experimental group was instructed by applying a cultural-based instruction, while the control group received a noncultural-based education. After the instruction ended, the FLCAS questionnaire and the posttest of speaking were given to the respondents to determine the effects of the cultural-based instruction on their speaking skills and foreign language anxiety. The collected data were analyzed by using independent samples and paired sample t -tests. The results revealed that the experimental group had better performances than the control group on the speaking and anxiety posttests. Finally, based on the results, some conclusions and implications were suggested.

Investigating the Effects of Written Corrective Feedback and Revision on EFL Learners’ Production of Grammatical Structures

The study was an attempt to examine the effects of three types of written corrective feedback namely direct, indirect, and metalinguistic, and the related responses (with and without revision) on the production of grammatical structures by Iranian intermediate EFL learners. 180 language learners were chosen out of a population pool of 260 participants and assigned to six groups of 30 learners based on their performance on Oxford Quick Placement Test (QPT): DCF with and without revision, ICF with and without revision, MCF with and without revision. Provided with different types of feedback, the students in any of six experimental groups were given instruction on present and past perfect tenses. A pre-test -post-test design was applied to conduct the study. Participants in each group were required to take Dicto-Comp as a pre-test. After being offered with the relevant treatments, a parallel post-test was run. The results showed that students in all experimental groups outperformed their knowledge of present/past perfect tenses from the pre-test to the post-test. Students in the 'DCF with revision' outperformed all other groups, and the groups required to make revisions (i.e., DCF / ICF / MCF with revision) outperformed the corresponding groups with no revision, and the only groups whose scores (between pre-test and post-test) showed more variation were MCF with and without revision. The results provide valuable insights into the effectiveness of teacher feedback on L2 writing ability at large and learning these two tenses at least for the participants of the present study. Furthermore, these results suggested that providing written corrective feedback can be beneficial as an enhancing element in the curriculum development for improving EFL learners’ writing ability.

Assessing the Effects of Gamification on Developing EFL Learners’ Idiomatic Knowledge: Do Attitudinal Factors Contribute to the Learning of the Idioms with the Game?

Regarding the attractiveness of educational games for EFL learners, the present research intended to investigate the effects of gamification on improving Iranian EFL learners’ idiomatic knowledge. In addition, the current research examined the attitudes of Iranian EFL learners towards using gamification in English learning in the Iranian EFL context. Firstly, to carry out this research, the researchers administered the Oxford Quick Placement Test (OQPT) to 84 Iranian EFL learners and selected 50 upper-intermediate participants. Secondly, they divided the selected participants into an experimental group (EG) and a control group (CG). Thirdly, the researchers gave an idiom pretest to the participants of both groups to assess their idiomatic knowledge before starting the treatment. Fourthly, the EG was taught the new idioms using game-based instruction, while the CG received traditional idiom instruction. Following the instruction of 70 idioms to both groups, the participants received an idiom posttest to determine the influence of the treatment on their idiomatic knowledge. The EG was then provided an attitude questionnaire, and 15 members of the EG were interviewed as a result of the questionnaire. In the idiom posttest, the data were evaluated using paired samples and independent samples t -tests, and the findings revealed that the EG performed significantly better than the CG on the posttest of idioms. In fact, gamification helped EFL learners develop their idiomatic knowledge. The results indicated that Iranian EFL learners presented positive attitudes toward gamification in learning English idioms. In addition, the results revealed that enjoyment, fun, reducing anxiety, involvement, and immediate feedback were the factors that the students mentioned for the instructional games. The implications of this research can encourage English teachers to implement different educational games in their teaching.

High School Students’ Attitudes towards E-Learning and Impacts of Online Instruction on Their General English Learning: Challenges and Issues

This research is aimed at examining high school students’ attitudes towards e-learning. Also, the current study investigated the effects of online learning on high school students’ general English. To achieve these objectives, the Oxford Quick Placement Test (OQPT) was administered to 73 students, and 50 of them who were at the intermediate level were selected as the study participants. Then, the selected participants were randomly divided into two groups: one experimental group (EG) (n=25) and one control group (CG) (n=25). After that, a general English pretest was administered to both groups, and then, the participants of the EG received the treatment through an online instruction (WhatsApp). Three lessons of their course book (Vision book 3) were taught to the participants via the WhatsApp application. On the other hand, the participants of the CG were deprived of online instruction. They were taught traditionally, through holding a face-to-face class. After teaching all three lessons, both groups took the posttest of general English. In addition, an attitude questionnaire was administered to the participants of the EG to examine their perspectives on e-learning, and ten students were interviewed. The study results indicated that the EG outperformed the CG on the posttest. In addition, the results of one-samplet-test showed that EFL students held positive perspectives on e-learning in teaching English. The interview results indicated that digital literacy, inability to focus on the screen for a long time, and lack of accessibility to high-speed Internet were the problems of e-learning.

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.