A Critical Discourse Analysis' on a TEDx talk about the Power of Reading in EFL Context

Abstract

Background: Though TEDx talks are popular in education, little research has been done on how these talks frame the role of reading in English as a Foreign Language (EFL) contexts. Aim & Approach: The purpose of this research is to examine Through the lens of Critical Discourse Analysis (CDA), the purpose of this research is to analyze the way TEDx talks impact the discourses of reading in EFL contexts. Data & Method: This research studies six TEDx talks (1,500 to 2,000 words each) centered on the 'power of reading'. The data was transcribed and analyzed in order to look for linguistic and CDA - Critical Discourse Analysis - based ideological patterns. The primary focus was to understand the framing of reading as an empowering and academic success instrument of furtherance. Key Findings: The four predominant discursive patterns in the study were identified as (1) reading as a transformative practice, (2) reading as critical for achieving academic success, (3) reading as a means of developing learner identity, and (4) reading as intrinsic, inclusive and universally accessible. The patterns reveal the ideological framing of reading as an inclusive, empowering practice in the EFL contexts. Conclusion/Implication: The results show that educating people is the major contribution of spotting identity formation and attitudes of learners of TEDx talks. TEDx talks have great possible and transformative effects on the way people think and the way people read. TEDx talks have great value, but they also ignore the barriers to literacy in the context of EFL.