Enhancing L2 Listening Through TED-Ed: GAI Mind Mapping Versus Captions

Shujing Jiang; Mark Feng Teng; Junjie Gavin Wu; Chan Tong Lam; Wenxi Xie; Wei Lun Wong

doi:10.4018/IJCALLT.403400

Enhancing L2 Listening Through TED-Ed: GAI Mind Mapping Versus Captions

Shujing Jiang
, Mark Feng Teng
, Junjie Gavin Wu
, Chan Tong Lam
, Wenxi Xie
, Wei Lun Wong

Macao Polytechnic University
Universiti Kebangsaan Malaysia

Research output: Contribution to journal › Article › peer-review

Abstract

This study explores the effectiveness of video captions versus generative artificial intelligence (GAI) mind mapping for enhancing English as a second language (L2) listening skills among 79 EFL undergraduates in Macau. Using TED-Ed videos, the study employed pre-/post-tests and thematic analysis of reflective journals. Results indicated that the GAI mind mapping group significantly outperformed the captions group, demonstrating greater improvements in listening skills, efficacy, and strategy development. In contrast, the captions group experienced cognitive overload and limited engagement. This research offers valuable insights for educators seeking to optimise L2 listening instruction in EMI settings.

Original language	English
Journal	International Journal of Computer-Assisted Language Learning and Teaching
Volume	16
Issue number	1
DOIs	https://doi.org/10.4018/IJCALLT.403400
Publication status	Published - Jan 2026

Keywords

Captions
EMI
Generative Artificial Intelligence
L2 listening
Mind Mapping
TED

Access to Document

10.4018/IJCALLT.403400

Cite this

@article{758bce10957d455ea517f1c26b4208aa,

title = "Enhancing L2 Listening Through TED-Ed: GAI Mind Mapping Versus Captions",

abstract = "This study explores the effectiveness of video captions versus generative artificial intelligence (GAI) mind mapping for enhancing English as a second language (L2) listening skills among 79 EFL undergraduates in Macau. Using TED-Ed videos, the study employed pre-/post-tests and thematic analysis of reflective journals. Results indicated that the GAI mind mapping group significantly outperformed the captions group, demonstrating greater improvements in listening skills, efficacy, and strategy development. In contrast, the captions group experienced cognitive overload and limited engagement. This research offers valuable insights for educators seeking to optimise L2 listening instruction in EMI settings.",

keywords = "Captions, EMI, Generative Artificial Intelligence, L2 listening, Mind Mapping, TED",

author = "Shujing Jiang and Teng, \{Mark Feng\} and Wu, \{Junjie Gavin\} and Lam, \{Chan Tong\} and Wenxi Xie and Wong, \{Wei Lun\}",

year = "2026",

month = jan,

doi = "10.4018/IJCALLT.403400",

language = "English",

volume = "16",

journal = "International Journal of Computer-Assisted Language Learning and Teaching",

issn = "2155-7098",

publisher = "IGI Global Publishing",

number = "1",

}

TY - JOUR

T1 - Enhancing L2 Listening Through TED-Ed

T2 - GAI Mind Mapping Versus Captions

AU - Jiang, Shujing

AU - Teng, Mark Feng

AU - Wu, Junjie Gavin

AU - Lam, Chan Tong

AU - Xie, Wenxi

AU - Wong, Wei Lun

PY - 2026/1

Y1 - 2026/1

N2 - This study explores the effectiveness of video captions versus generative artificial intelligence (GAI) mind mapping for enhancing English as a second language (L2) listening skills among 79 EFL undergraduates in Macau. Using TED-Ed videos, the study employed pre-/post-tests and thematic analysis of reflective journals. Results indicated that the GAI mind mapping group significantly outperformed the captions group, demonstrating greater improvements in listening skills, efficacy, and strategy development. In contrast, the captions group experienced cognitive overload and limited engagement. This research offers valuable insights for educators seeking to optimise L2 listening instruction in EMI settings.

AB - This study explores the effectiveness of video captions versus generative artificial intelligence (GAI) mind mapping for enhancing English as a second language (L2) listening skills among 79 EFL undergraduates in Macau. Using TED-Ed videos, the study employed pre-/post-tests and thematic analysis of reflective journals. Results indicated that the GAI mind mapping group significantly outperformed the captions group, demonstrating greater improvements in listening skills, efficacy, and strategy development. In contrast, the captions group experienced cognitive overload and limited engagement. This research offers valuable insights for educators seeking to optimise L2 listening instruction in EMI settings.

KW - Captions

KW - EMI

KW - Generative Artificial Intelligence

KW - L2 listening

KW - Mind Mapping

KW - TED

UR - https://www.scopus.com/pages/publications/105032436981

U2 - 10.4018/IJCALLT.403400

DO - 10.4018/IJCALLT.403400

M3 - Article

AN - SCOPUS:105032436981

SN - 2155-7098

VL - 16

JO - International Journal of Computer-Assisted Language Learning and Teaching

JF - International Journal of Computer-Assisted Language Learning and Teaching

IS - 1

ER -

Enhancing L2 Listening Through TED-Ed: GAI Mind Mapping Versus Captions

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this