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The Impact Of Using YouTube In EFL Classroom On Enhancing EFL Students' Content Learning
Abstract
Information technology has opened up prospects for rich and innovative approaches to tackle educational issues and provide solutions to the increasing demands for learning resources. YouTube, a video-sharing website that allows users to upload, view, and share video clips, offers access to new and dynamic opportunities for effective and non-traditional patterns of teaching and learning. In Saudi Arabia, this technology has not been exploited much for educational purposes. The present study aims at experimenting the impact of integrating YouTube technology into English as a foreign language (EFL) instruction on enhancing EFL college students learning of the content of the course: Observation in Schools 2. This course is one of five courses taught in the program Elementary School Teacher of English which aims at developing certain observation skills for effective teaching in elementary school. Such skills could include using particular frames or lenses to gain insight about the classroom and teaching and learning, and developing methods of observing and recording. For the purpose of the study, a quasi experimental design was adopted. Based on such design, two groups of second year college students at the Department of Curriculum and Instruction in the Faculty of Education at Princess Noura University in Riyadh, Saudi Arabia, were randomly assigned to the experimental and the control groups of the study. There were forty- five students in the control group and fifty-one in the experimental group. A pre-posttest covering the theoretical background of the course "Observation in School 2" was developed to be administered to all subjects of the sample before and after the experiment. Subjects of the experimental group were instructed the theoretical background of the course through the use of YouTube videos about observing the classroom, combined with discussion and power point presentation. Students of the control group were taught the same content through the usual lecture-based method. Instruction was provided to both groups by the researcher and took place throughout the second term of the academic year in 2011 for a period of 6 weeks, 2 hours per week. Statistical procedures were applied on the data obtained using a t-test, and major findings yielded results favourable to the use of the YouTube technology. The study shows positive gains for the experimental group students outcomes as a result of the integration of video technology in instruction. Thus, it was recommended that YouTube should be considered as an effective instructional tool for enhancing content learning of EFL college students and as an important teaching resource in classrooms.
... According to a study conducted in Saudi Arabia, they set up an experimental and a control group, where the experimental group of students was required to watch classroom videos and incorporate PowerPoint while the other group of students were still subjected to the traditional method of learning [9]. This was done to investigate the impact that the integration of YouTube into EFL students would have on their learning. ...
... After 6 weeks of 2 hours per week of instruction, an unexpected outcome was obtained: the experimental group's students greatly outperformed the control group's pupils in terms of test scores. This result showed that YouTube has a favorable impact on students' learning [9]. Comparably, Hariyono used descriptive research to observe seven 7-year-old elementary school pupils, three of whom were native Indonesian speakers, for her study on the use of YouTube for vocabulary instruction [10]. ...
... Illustrates the significant difference between the two groups on the post-test[9] ...
Today's advancements in social media have not only satiated people's needs for amusement and spiritual fulfillment, but video platforms like YouTube are also slowly evolving into tools for English teaching and learning, particularly in EFL classrooms. This research was conducted to examine whether the YouTube platform can be helpful for English learning and teaching, as well as students' perceptions and opinions about it. This research used the literature study in collecting the data, in which the researcher provided data support by collecting papers and essays on YouTube about the learning and teaching of English. The researcher then evaluated the data to arrive at the results. By comparing the results of students' tests taken before and after watching learning videos on YouTube, it can be said that these videos assist students in understanding English better. In addition, YouTube's variety of instructional and learning videos can help students become more engaged in learning English and draw more attention in class. Due to their ease of access to learning resources and their natural attraction to the video learning format, the majority of students felt that learning through YouTube was more efficient and effective in helping them enhance their proficiency in English. Thus, it is feasible to draw the conclusion that YouTube facilitates both the teaching of English to EFL (English as a Foreign Language) learners and their learning of it based on the outcomes of this research.
... For Alwehaibi (2015), Marashi & Adiban (2017), Mustofa & Sari (2020), Nova (2017), Nugroho & Atmojo (2020), Omar & Ghazali (2016), Puspitasari & Hanur (2016), and Ranabumi et al., (2017) short story videos became their choice because of its fictional elements and their varied generic forms. The short story is a type of video that is different from a movie. ...
... Ideas from the videos can also help students build connections between topics and their details. These ideas can help students who sometimes cannot decide what to write about (Abdullah et al., 2020;Alwehaibi, 2015;Angkananon & Wald, 2018;Faridha, 2019;Marashi & Adiban, 2017;Mustofa & Sari, 2020;Nugroho & Atmojo, 2020;Silviyanti, 2014). ...
... On the other hand, Faridha (2019), and Hapsari & Sukavatee (2018) recognize an increase in students' participation in the classroom that implements YouTube videos. Together with the language exposure provided by the videos and the relaxed nature of their presentation, students were observed to be more willing to listen, read, write, and speak in English (Alwehaibi, 2015;Angkananon & Wald, 2018;Faridha, 2019;Hapsari & Sukavatee, 2018;Januarty & Nima, 2018;Marashi & Adiban, 2017;Nova, 2017). ...
YouTube has become one of the most visited social media globally. Its saturation in students' lives has triggered experiments and observations on the use of YouTube as learning media. This article discusses the use of YouTube videos to teach English language skills using George's literature review model. The databases for selecting the articles used as the data source in this study were Google scholar and ERIC. The relevant articles were published in reputable international journals and nationally accredited journals in the past ten years. Studies on the use of YouTube videos as a teaching medium indicate that using YouTube videos can improve students' listening, reading, speaking, and writing skills and solve their problems in mastering the skills. Furthermore, YouTube videos have been proven to help students solve their grammar difficulties and increase their vocabulary. YouTube videos are also agreed to have kept the students more interested, motivated, and enthusiastic towards English language learning. These results imply that relevant YouTube videos can provide good learning media for supporting students' learning of English as a Foreign Language.
... Utilizing YouTube in learning plays a significant part in assisting students in understanding the subject matter (Almurashi, 2016). In line with the above thought, (Alwehaibi, 2015); (Watkins & Wilkins, 2011) ; (Hayikaleng et al., 2016) stated that it is recommended that YouTube should be considered an effective instructional tool to enhance EFL college students learning material content and as an important teaching resource in or out of the classroom. ...
... The classroom environment that was created by using YouTube inspired the students to learn. The experimental group of students demonstrated a high level of motivation for participating in the various learning activities, including reading, writing, discussing, and participating in group activities (Alwehaibi, 2015). ...
... Abdulrahman (2016) asserts YouTube could be useful for reading because it can help students understand the lesson, improve the quality, and encourage their understanding in learning reading. YouTube has an enormous possibility to increase the development of language learning for students especially reading skills (Alwehaibi, 2015). ...
The education paradigm has now changed from teacher-centred to student-centred, and media technology has become a current issue that needs to be interested. The objective of the present study is to investigate the utilization of YouTube media as a learning material for teaching Intensive Reading skills, as well as to determine the impact on students' learning attitudes. YouTube is used to acquire new knowledge and information and help complete the learning material, particularly in delivering technical matters. Besides, YouTube also provides a variety wide range of aspects with unlimited content. Thus, It can cultivate students’ autonomous learning capability. Students who are capable of autonomous learning can set their goals, create a study plan, choose skills and methods to be used, monitor their acquisition, and evaluate what they have learned. This study offered a case studies research design. The case study is based on autonomous learning used in this study. Autonomous learning is an innovative concept that adheres to the advantages of online teaching-learning using YouTube to deliver learning material media. The questionnaire was distributed to 78 students involved in the intensive reading classes to obtain the data. A statistical assessment of the analysis data shows that autonomous learning of intensive reading classes using YouTube positively impacts students' learning attitudes. In other wordss, YouTube application is a learning alternative that allows students to manage the learning process through independence, self-exploration and freedom of learning to achieve optimal learning results.
... Using videos as media for a learning is not only an effort to help teachers, but also to facilitate students in the learning process. Learning videos on the YouTube channel have received positive responses from students as their interest in learning increased [9], [29], [30] and the quality of learning improved [13], [31]. The students became more focused and motivated to participate in learning activities when the teacher conducted a learning by using videos on YouTube [32]. ...
... Student achievement in each group also increased in all classes. Thus, it can be said that the use of learning videos is able to improve student achievement in mathematics [3], [30]. ...
span lang="EN-US">This research was designed with a descriptive research approach. The research objectives of the study were to: i) investigate the impact of the project task of learning video media on prospective teachers and students; ii) analyze the important role of instructional video media as a learning assistant for students; and iii) describe the function of instructional video media in increasing students’ interest and achievement in learning. This research involved 100 participants consisting of 10 students of a teacher education study program (prospective teachers), and 90 junior high school students. The researchers collected data through tests; questionnaires; and interviews. Researchers analyzed the data through descriptive statistical analysis. The results of the study indicated that the project assignment of making videos for learning (on a YouTube channel) provided a positive impact on learning experiences for teachers (prospective teachers) and students. Mathematics learning video media has a role as a digital native that may help overcome the limitations of students’ knowledge and understanding. Mathematics learning videos on the YouTube channel can be a dynamic tool to increase students’ interest (as an attention, and affective function) and to improve students’ mathematics learning achievement (as a cognitive function).</span
... The implementation of video in language teaching provided beneficial impacts on students' second language acquisition (Sahayu, 2019), listening (Sarani et al., 2014;Woottipong, 2014), reading (Hayikaleng et al., 2017), and writing (Styati, 2016). Moreover, the increase of students' motivation, critical thinking, academic achievement, self-regulation, participation, satisfaction, and positive attitudes in learning language became the positive impacts of video application (Alwehaibi, 2015;Orús et al., 2016;Wang & Chen, 2019;Zaidi et al., 2018). A study conducted by Yamaç & Ulusoy (2016) examined the effect of digital storytelling on students' writing skills. ...
... It is in line with (Ebrahimi, 2016) explanation, the use of digital literature enhanced the users' language and literary knowledge. The involvement of non textual literature (video) increased the users enthusiasm, critical thinking, academic achievement and positive attitudes in learning language (Alwehaibi, 2015;Orús et al., 2016;Wang & Chen, 2019;Zaidi et al., 2018). ...
This study focused on developing Javanese digital literature to keep the existence of Javanese language in east Java. The researcher involved 40 (19 male and 21 female) teenagers in Gresik East Java, Indonesia, as the study subjects of product try-out. The age of them was between 14 until 19 years old. Research and development was used in this study to develop Javanese Digital literature. Five stages of developing materials were used in this study; they were analyzing, designing, developing, implementing, and evaluating. The result indicated that Javanese digital literature developed participants' enthusiasm and attractiveness to use the Javanese language in daily communication. Moreover, the involvement of textual and non-textual literature added their interest to learn Javanese language. Additionally, it was appropriate for supplemental materials to learn Javanese language, and it contributed to saving the Javanese language existence.
... SMPs recently have become very useful tools to improve language proficiency with no restrictions of time and place. However, the existing body of research on the use of SMPs has only focused on the process of teaching or learning English [11][12][13][14]. Most studies in Saudi Arabia focused on how social media raised the health awareness of Covid-19, or shared information about it. ...
... Different studies in the Saudi context proved the effectiveness of using various SMPs to enhance learning (see Refs. [12,39,44,45]. However, none of the studies mentioned the use of these SMPs as a tool for test preparation. ...
Mobile-Assisted Language Learning (MALL) applications have been increasingly used by learners and instructors after the government imposed social and educational restrictions in Saudi Arabia for almost two years due to the Covid-19 pandemic. This research investigates Saudi EFL university learners’ use of MALL applications, specifically Social Media Platform (SMP) applications, in their preparation for achievement exams post the Covid-19 pandemic social and educational restrictions. A questionnaire consisting of questions, as well as a range of open-ended question was designed and administered to 125 English major female learners who were enrolled at King Faisal University (KFU) in two different educational modes viz., regular (66) and distance (59) participation. Seven SMP applications – WhatsApp, YouTube, Telegram, Twitter, Instagram, Snapchat and Facebook – were used in this study. Data were analyzed quantitatively using the MANOVA test in SPSS, and qualitatively. The results have shown that both Regular Learners (RLs) and Distance Learners (DLs) used SMPs to prepare for their exams. The data analysis revealed that there were significant differences between RLs and DLs in their frequency of use of SMPs in preparation for exams. WhatsApp was the most frequently used SMP by RLs, whereas Telegram was the most frequently used SMP by DLs. Facebook was the SMP least frequently used by both groups. There were also statistically significant differences in favor of RLs over DLs in the frequency of use of SMPs in preparation for exams due to the Covid-19 pandemic Most participants reported that SMPs have a positive effect on their academic achievements. During the pandemic this was the main reason for continuing to use SMPs. Other reasons that emerged from the qualitative analysis of the open-ended responses included educational, technical and cognition reinforcement. The study results suggested implications for learners, instructors and educational policy makers.
... YouTube offers both authentic and written unlimited sources in language learning and acquisition and the unique dimensions of culture and real-life contexts of English; language accents, pronunciations, styles, and slang to repair the language acquired or learned (Alwehaibi, 2015). Fortunately, YouTube is regarded as an instantly-accessible learning platform that can be used for an easy, efficient, and effective learning method. ...
... Furthermore, the use of YouTube videos-based learning benefits acquiring a wealth of academic materials and meaningful materials/authentic materials in which the students can search several kinds of materials ranging from any sources or YouTube channels to complement their English learning materials. It is proven that YouTube is categorized as an unlimited learning source that not only provides written authentic materials but also supports unique cultural dimensions through academic English as well as real lives contexts of English, like English accents and slang (Alwehaibi, 2015). ...
Today, the use of Technology in the forms of internet-based video media, YouTube, is considered as the complementary, supporting, and effective learning media in English Language Learning. YouTube as the mostly and broadly-used social media, online video service, present the appropriate solutions dealing with the educational issues in the forms of rich, creative, and ground-breaking language learning strategies. The current study aims at knowing the dominant language skills and language components the tertiary students learn through YouTube and to investigate the why they used YouTube flatform as their Self-Language Learning Strategies. It used the descriptive qualitative study to describe the usages of YouTube as language learning media and to know the dominant types of language skills and language components always fostered through YouTube from the numerical data which is needed to be descriptively-statistical analized. The data was obtained through questionnaire and semi-structured interview by involving 35 the sophomore students of computer science. The results suggest that of the four English skills, the tertiary students mostly used YouTube to individually study or to improve listening (90%), speaking (81%), writing (47%), reading (59%). The receptive skills are more dominant than the productive skills. The tertiary students dominantly used YouTube as self-learning strategy to improve their language components, that is studying pronunciation (79%), Grammars (74%), vocabulary (71%). The EFL/ESL tertiary students used YouTube to individually study English as they believed that YouTube learning media as the complementary language learning sources, YouTube as the mostly-accessable language learning sources, and YouTube as the innovative self strategies to study more about language skills and language componenets.
... The findings correspond with the findings of Snelson and Perkins (2009) who reported that YouTube videos can be utilized in different ways inside the language classroom. This is also supported by Wagner (2007), Alwehaibi (2015), and Fang (2022) who demonstrated that authentic materials such as YouTube videos are always the best way to improve the students` pronunciation and intonation. ...
... Walaupun hal negatif terlalu menggerunkan pengguna, tidak sedikit juga sudut positif yang dapat diambil melalui penglibatan media digital dalam kalangan remaja. Sebagai contoh, kemahiran serta kreativiti dapat dipertingkatkan menjadi idea yang inovatif melalui digital media (Alwehaibi & Abdulrahman, 2015). Tambahan daripada itu, keterlibatan dalam aspek pendidikan sebagai alat bantu mengajar berasaskan media dan teknologi juga memberi impak yang efektif dalam memotivasikan dan meningkatkan kepekaan remaja semasa belajar di dalam kelas (Hassan et al., 2015). ...
Menelusuri arus pemodenan yang semakin berkembang pesat menjadikan interaksi manusia menjadi lebih dinamik. Perubahan drastik tersebut dirasakan dalam keseluruhan aktiviti manusia seperti pendidikan, ekonomi dan sosial melibatkan media dan teknologi. Generasi Z yang dianggap sebagai warga digital sememangnya tidak asing dalam penggunaan platform digital dalam pelbagai kaedah. Kesan daripada hal tersebut telah menjadi pendorong terhadap keperluan untuk melihat tahap literasi media remaja daripada aspek kewarganegaraan digital. Penyelidikan ini bertujuan untuk mengukur tahap pengetahuan, kemahiran dan nilai kewarganegaraan digital remaja 14 tahun di Malaysia. Kajian ini memfokuskan lapan elemen kewarganegaraan digital berdasarkan konsep Kerangka Kerja Kecerdasan Digital (DQ), iaitu identiti digital, penggunaan digital, keselamatan digital, pengawasan digital, emosi kecerdasan digital, komunikasi digital, literasi digital dan hak digital. Kaedah kuantitatif secara tinjauan menggunakan instrumen soal selidik telah dijalankan terhadap 601 pelajar di beberapa buah negeri di Malaysia menggunakan platform Google Form. Hasil analisis menggunakan sistem pemarkahan Child Online Safety Indeks (COSI) mendapati tahap pengetahuan remaja di Malaysia berada pada tahap yang baik. Manakala, tahap kemahiran dan nilai menunjukkan kelemahan dalam beberapa aspek. Secara keseluruhannya, tahap kewarganegaraan digital dalam kalangan remaja di Malaysia perlu dipertingkatkan lagi kerana kecenderungan untuk terdedah kepada risiko jenayah siber masih pada tahap yang tinggi.
... In a similar view, Alwehaibi carried out the experimental study to find the effect of use of YouTube on language classroom. The author concluded that YouTube could have interaction on increasing content learning of EFL college students [34]. The researcher considered YouTube as an important teaching resource. ...
Language is the most important aspect in the life of all human beings as it is used to express inner thoughts and emotions, make sense of complex and abstract thought, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and maintain our culture. Teachers are required to ensure ECDE learners are fully prepared and equipped with the literacy skills relevant for them to be independent in learning language for coping with their everyday lives. This has seen most of them struggle to incorporate diverse instructional resources in their language instruction as a teaching strategy. Literature has shown a majority of studies on instructional resources integration in learning and especially Information, Communication and Technology (ICT). However, minimal research relating to digital media use in ECDE language instruction hence the specific focus on influence of selected digital media tools and ECDE Language instruction. This study sought to investigate selected digital media tools and language instruction among ECDE teachers in Meru South Sub-County, Tharaka-Nithi county, Kenya. The study was guided by Bronfenbrenner's Ecological systems theory and social constructivism theory. To achieve the objectives descriptive survey research design was adopted. A sample of 243 respondents who included both head-teachers and ECDE teachers responded to questionnaires. Data obtained was analyzed descriptively and inferentially. Findings indicated that YouTube, WhatsApp and Facebook were the digital tools with comparably high extent of use. It was also established that use of digital media tools significantly influences ECDE language instruction. It is therefore recommended that ECDE teachers enhance the extent of use of media gadgets such as computers and tablets as well as tools such as Twitter and Instagram to enhance their benefits in language instruction. School administration should enhance digital resource base of their ECDE centres with adequate digital media gadgets and tools to promote their utilization. Administrators should also capacity build their teachers to enable them be more equipped and effective in integrating the media tools in classroom instruction.
... One of the most recent studies, Alwehaibi (2015) expresses the strength of applying video clips in order to enhance the learners' perceptions. Another outstanding paper regarding using video clips focuses more on the effectiveness of learning as well as teaching with video clips day by day (Duffy, 2008). ...
Implementing video clips on enhancing university students’ reading skill have been popular in Vietnam. This study aimed at exploring the effects of employing video clips in reading improvement of English-majored freshmen from their perspectives. What is crucial here is whether applying video clips to teaching and can boost the learners’ reading performance or not as well as how profound their upgrade in reading is. For this study, the quantitative approach as well as accumulating data were applied to investigate the students’ perceptions regarding the cons occurred when applying video clips to the development of their reading skill. To collect data for the study, fifty first-year English majors took part in the online questionnaire regarding the reading performance after reading period by video clip assistance. The findings reflect that the majority of the students had a positive attitude towards utilizing videos in acquiring the reading skill. As a result, with the implementation of videos in reading classes, students were motivated to engage in reading activities. Additionally, teachers are encouraged to make use of the online video sources to increase the students’ motivation and engagement in acquiring reading skill.
... It was also noticed that the students had increased their vocabulary competences and expressed a positive attitude towards YouTube videos incorporated in their English lessons. The research conducted by Alwehaibi (2015), shows a better assimilation of theoretical information in EFL students through the use of YouTube videos than through usual classroom methods. ...
... It has been demonstrated that multimedia technology has a good impact on student actions and initiatives, as well as the teaching effect in English class. We have also gathered a lot of research about how successful technology is as a media at teaching pronunciation (Alwehaibi, 2015); (Suryani, Syahrizal, & El Fauziah, 2019); (Haryanto, 2015); (Nguyen, 2020). ...
The intention of this research is to discover the implementation of Cake in teaching of pronunciation and to uncover the students’ perception toward the use of Cake in teaching of pronunciation. This research applied qualitative descriptive method. The study was conducted at a private vocational school in Cianjur West Java Indonesia in the academic year 2021. The participants consisted of second grade of banking major at the ages between 15-17. Two of them were male and ten were female. This research collected the data through observation and a forced-choice questionnaire format where the participants were asked to choose one of the available selections (Yes or No). As the data were collected, the writer analyzed them. There were six steps in analyzing the observation as well as the questionnaire: (1) preparing the data to be analyzed, (2) reading or viewing all data, (3) coding the data, (4) generalizing the code, (5) creating tables based on the data code, and (6) interpret the data code. Over the observation the writers found a new formula on implementing Cake in helping students’ pronunciation accuracy. This formula then is called MRCP with drilling as the teaching strategy. The results of questionnaire show that Cake was new for the student. It has many features that support students in learning pronunciation. The students were also happy learning using Cake and they felt more confident to speak English after learning using Cake.
... YouTube merupakan salah satu penyedia website video-sharing yang mengizinkan pengguna untuk mengunggah, menonton, dan berbagi video (Alwehaibi, 2015). Dengan menggunakan YouTube semua orang dapat mengakses konten yang dibutuhkan. ...
Penyebaran virus COVID-19 berdampak di berbagai bidang kehidupan terutama di bidang pendidikan. Pada masa ini pembelajaran di lakukan dengan Learn From Home (LFH), yakni kegiatan belajar mengajar dilakukan dirumah yang di kenal dengan istilah “pembelajaran daring”.Pemanfaatan teknologi merupakan cara implementasi para guru untuk tetap melakukan pembelajaran. Salah satu contohnya adalah media pembelajaran melalui You Tube. Melalui You Tube dapat meningkatkan motivasi belajar siswa (56,7%) dan penyampaian materi mudah untuk dipahami (80%).
... The current study indicated a high level of positive attitude towards video lectures on students' side, which can be interpreted as quite accountable since flipped instruction has been said to create a flexible learning environment and coherent with other similar studies since ready-made YouTube videos were found to help learners to learn better and engage with the content. Students' attitudes also confirmed the argument that YouTube has a tremendous potential to boost language learning (Alwehaibi, 2015). The meticulous video selection process based on Mayer's multimedia principles (2005) and Brame's guidelines (2016) helped researchers to use the ideal content for students' comprehension. ...
Although grammar has been central to L2 research and methodology over the years, the approaches to teaching grammar have long been a controversial topic in teaching English as a foreign language (EFL) even today when we are introduced with innovative methods especially with technology. Considered as an innovative and effective instructional approach, Flipped Learning (FL) might have the potential to transform the instructional design of the traditional teacher-led classes through the integration of technology and active learning strategies. To explore the role of flipped learning in the EFL context, the researchers investigated the impact of flipped learning on students' development of grammar proficiency and their attitudes towards the new instructional model. A total of 37 students (19 subjects in the experimental group, 18 subjects in control group), who learn English as a foreign language at a state university in East Europe, participated in this study. The study employed a quasi-experimental mixed-methods research design using a variety of data collection instruments including pre-and post-tests on grammar proficiency, a questionnaire (Flipped Grammar Class Attitude Questionnaire) and semi-structured interviews. The results showed that learners trained through FL considerably surpassed the non-flipped group in terms of their success in English grammar. Furthermore, FL was found to have notably enhanced the students' involvement, engagement, and performance. The results provide insights into the implementation of FL in the EFL context. Further studies might investigate the efficiency of multimedia materials, including animations or video lectures in the use of flipped instruction.
... It could be due they showed an evident lack of knowledge of the English language, making writing activities difficult to perform for them, In addition, this small group of students demonstrated a deficiency in the use of vocabulary and the meaning of some words. In this context, Alwehaibi (2015) affirms that educators must be prepared to explore different ways of teaching and thus capture the interest of students, through the use of dynamic and motivating activities for students. ...
The present research is about improving collaborative writing skills enhancement through the use of StoryJumper. The work aims to know the impact of using StoryJumper as a technological resource implemented to develop the EFL students’ collaborative writing skills. The sample was 27 English students who were enrolled in the second year of Bachillerato in a public institution of Loja. These students were divided randomly into two groups; the experimental and the control group. It was an experimental study aided by a qualitative and quantitative analysis through the use of pre-tests, post-tests, class observations, and student surveys. The instruments used to gather the data were a writing placement test, a writing achievement test, a rubric, an observation sheet, and a questionnaire. The data obtained helped to know the effectiveness of using StoryJumper in collaborative narrative writing and the students’ perceptions of using this platform. Finally, the findings revealed that the students reached a good improvement in the development of their narrative writing skills in addition to their remarkable motivation for the practice and development of their collaborative writing skills after the use of the StoryJumper.
... The communication aspect of the YouTube videos is significant as it allows for the teachers and students to interact through discussion and activities (Johnson, 2013). YouTube as an online website is very common for all because of its accessible and free videos (Alwehaibi, 2015). YouTube videos cater to various learning styles, since they have a sense of attraction such as graphics, sounds, and colors (Vural, 2013). ...
This study explored the effect of video-based pedagogy on students’ spatial ability in solid geometry, in the Birim Central Municipality of Ghana. A mixed methods concurrent triangulation research design was employed. The same treatment and methodologies were used on two intact classes (n=43 and n=39 respectively) of the two study schools. Descriptive statistics was used to analyse the questionnaire data, whereas data reduction technique and content analysis were used to analyse the interview reports and written test scripts data. The two separate data sets produced similar results, with the qualitative results confirming the quantitative results. The findings reveal that video-based pedagogy significantly promotes students’ 2D and 3D spatial ability, and fosters students-centered learning in solid geometry. The results also provide evidence and recommendations on the significance of video-based pedagogy in improving students’ mathematical understanding at the Senior High School level.
... Furthermore, Alwehaibi and Noura stated that users or students can create, view, and share video clips on the video-sharing website YouTube, which provides access to Rabi'ah and Achmad Baidawi, Encouraging Students' Understanding in Learning Phonology Through Native Speakers' Videos on YouTube 118 innovative and dynamic options for efficient and unconventional patterns of teaching and learning (Alwehaibi, 2015). The contribution of YouTube to human life can not be denied, including in education. ...
The goal of teaching and learning in the class is to make the students understand the material. The goal can be reached if the learners are highly motivated to learn and the lecturer can deliver the material. Moreover, in English phonology, to make the students more understand and interested in learning it, the lecturers can use some media, like videos on YouTube, to support their teaching. So the students can comprehend English phonology entirely. The study is mainly intended to find the use of native speakers' videos in encouraging the students' understanding of learning English phonology and students' responses to those strategies. The design of the study was descriptive. The data were collected through classroom observation and a questionnaire. The research respondents were the 36 students of the English teaching-learning program. The result showed that using native speakers' videos on YouTube can encourage students' understanding of English phonology. So, using native speakers' videos in teaching English phonology is well-recommended.
... The study indicates that social influence is also a significant factor in shaping their intentions. According to Alwehaibi (2015), the utilization of YouTube in foreign language classrooms has been found to enhance students' acquisition of content knowledge. The study further proposes that YouTube should be regarded as a valuable and informative resource for enhancing the learning experience of college students studying English as a foreign language. ...
This research endeavors to investigate the utilization of contemporary online applications for the acquisition of English as a second language at the university level in Faisalabad, Pakistan. The study aims to achieve the following objectives: (a) to examine the prevalent online applications employed for English language learning, and (b) to assess the influence of these online applications on students' learning strategies concerning the English language. An exploratory research design has been employed for this study, involving the random selection of undergraduate English language learners from four prominent universities in Faisalabad. To collect data, a structured online questionnaire consisting of 15 closed-ended questions was administered to a sample of 50 participants, encompassing both male and female students. These participants, who are pursuing English as a second language at, were selected through convenient sampling. Quantitative data analysis methods are employed to derive findings that have been visually presented in the form of pie charts. The results indicate that online applications exhibit a predominantly positive impact on students' English language proficiency while there are also certain negative influences associated with their usage. This research provides valuable insights for students, facilitating their informed and effective use of online applications for English language learning, considering both the advantages and disadvantages. Additionally, it offers educational institutions a deeper understanding of the implications of incorporating online applications into their English language learning programs. Keywords: Online applications, Online English language learning Introduction The English language assumes a profoundly significant role in the lives of individuals, compelling them to undertake its study for a multitude of reasons. In the contemporary global landscape, English has garnered recognition as the second language in Pakistan and holds the status of a foreign language in numerous regions across the world. Some different methods and processes have been designed to facilitate students' learning of the English language. Traditional learning and teaching practices regarding the English language have been proven to be less effective, but the role of online applications and the technology related to the Internet can be considered essential in educational institutions, especially in English language fields, and many parts of the globe have recognized the value of internet apps in English education, which have greatly eased and enhanced English learning. Though different universities do not always provide adequate online learning facilities to learners and teachers, the teachers try to integrate online applications on their own. Besides this, students at universities also use online applications for educational purposes. These students are mostly "Digital Natives" (Prensky, 2001). The Internet has vast importance because it plays a central role as a source of information all over the world and because it is changing the styles of teaching, learning, and communication. The way people learn English has also shifted from the traditional classroom to the online system. Net
... According to Nasution, (2019), making use of media can motivate students to take more ownership of and control over their education, participate in collaborative curriculum development, and adopt longer-term learning horizons. YouTube can be used as an useful teaching resource in classrooms and as an efficient instructional tool for increasing topic learning in EFL college students (Alwehaibi, 2015). Furthermore, Students can improve their speaking, listening, and pronunciation skills by using YouTube within or outside of the classroom (Watkins & Wilkins, 2011). ...
This research aims to identify the writing skills of students who completed the course without the use of YouTube Video "GIA Academy," the writing skills of students who were provided teaching with the use of YouTube Video "GIA Academy," and the significant differences in writing skills between those students who were provided teaching with YouTube Video "GIA Academy" and those who did not. In this study, quantitative methodology was employed. In a quasi-experiment, two classes were compared as the experimental and control classes consisted of two groups of samples. The findings of this investigation revealed that the experimental class had an average post-test score of 79.72 whereas the control class had an average post-test score of 64.69. The experimental class had a post-test average score of 48.47, while the control class received a score of 16.53, demonstrating a clear distinction between the two classes. The two classes that were taught in different ways have a big difference, although the approach that used YouTube videos from "GIA Academy" to improve students' writing skills worked well enough. The data provided a rather accurate comparison of the test results between the experimental and control groups. In addition to improving students' writing abilities, YouTube video “GIA Academy” to study also changes the learning environment and is regarded as an enjoyable learning approach.
... These studies have also explored the potential benefits of social media in improving students' vocabulary, grammar, and spelling skills (Ayuningtyas, 2018;Aloraini, 2018;Listiani et al., 2021). Researchers have debated the potential of social media (Ariantini et al., 2021) to enhance students' English proficiency (Alwehaibi, 2015;Espinosa, 2015;Listianiet al., 2021;Ahmed, Lashari & Golo, 2023) and to promote the development of their multiliteracies (Eisenlauer, 2020;Elkaseh, Wong & Fung, 2016). Additionally, social media platforms have been found to contribute to students' intercultural awareness (Ozdemir, 2017), critical thinking skills (Pattanapichet & Wichadee, 2015), and facilitate more authentic learning experiences (Vanek, King & Bigelow, 2018). ...
The study investigates the using social media and it's impacts on learning English language. Social media has been used widely for connecting with the social world locally and globally, for entertainment purposes and information sharing. Social media platforms offer cost-effective and versatile channels of communication that are accessible to young individuals despite their widespread geographical distribution. The data was collected from a sample of 307 undergraduate learners at SMIU Karachi using the survey approach. The study utilizes a quantitative methodology for both data collection and analysis. SPSS was used for the data analysis. The study's findings suggest that numerous social media platforms have been used as the tools for learning in the context of learning English language. Undergraduate students use social platforms to augment their language speaking abilities, develop language fluency, participate in public speaking, and proficiently convey their perspectives. It is recommended that the use of social media platforms is easy for the facilitation of constructivist learning. This study offers significant insights for stakeholders, including learners, instructors, parents, and researchers, about the application of social media for teaching and learning purpose among young learners.
... These studies have also explored the potential benefits of social media in improving students' vocabulary, grammar, and spelling skills (Ayuningtyas, 2018;Aloraini, 2018;Listiani et al., 2021). Researchers have debated the potential of social media (Ariantini et al., 2021) to enhance students' English proficiency (Alwehaibi, 2015;Espinosa, 2015;Listianiet al., 2021;Ahmed, Lashari & Golo, 2023) and to promote the development of their multiliteracies (Eisenlauer, 2020;Elkaseh, Wong & Fung, 2016). Additionally, social media platforms have been found to contribute to students' intercultural awareness (Ozdemir, 2017), critical thinking skills (Pattanapichet & Wichadee, 2015), and facilitate more authentic learning experiences (Vanek, King & Bigelow, 2018). ...
The study investigates the using social media and it's impacts on learning English language. Social media has been used widely for connecting with the social world locally and globally, for entertainment purposes and information sharing. Social media platforms offer cost-effective and versatile channels of communication that are accessible to young individuals despite their widespread geographical distribution. The data was collected from a sample of 307 undergraduate learners at SMIU Karachi using the survey approach. The study utilizes a quantitative methodology for both data collection and analysis. SPSS was used for the data analysis. The study's findings suggest that numerous social media platforms have been used as the tools for learning in the context of learning English language. Undergraduate students use social platforms to augment their language speaking abilities, develop language fluency, participate in public speaking, and proficiently convey their perspectives. It is recommended that the use of social media platforms is easy for the facilitation of constructivist learning. This study offers significant insights for stakeholders, including learners, instructors, parents, and researchers, about the application of social media for teaching and learning purpose among young learners.
... YouTube can be used in some different learning situations. This statement is also supported by Wagner (2007) and Alwehaibi (2015) who demonstrated that authentic materials such as YouTube videos are always the best way to improve the students' pronunciation and intonation. YouTube videos can be a resolution for the language learners who have problems in speaking. ...
YouTube is a rich source for teaching speaking in EFL contexts. You Tube also enables students to learn language of the world. The present study aimed to know whether secondary students in Indonesia who frequently watched You Tube in English speak better that than those who seldom. This was an ex-post-facto study. A questionnaire and speaking test were designed to students speaking ability. T-test and ANOVA were used to measure the different effects of You Tube. The present study revealed that the speaking ability of the subjects who watched You Tube exceeded the speaking ability of those who seldom watched You Tube. Based on the T-test analysis, YouTube gave good effect on students’ speaking ability, however based on the ANOVA analysis, You Tube gave the highest effect on the vocabulary aspect of their speaking ability.
... The innovation of today's technologies, such as Internet, smartphones, computers, YouTube, and video games are indispensable and inseparable portions of learners' life, since the beginning of pandemic era , and it will still be lingering up to the end of the World (Radha, et al, 2020) The platform of YouTube video technology is not only a place where an individual uploads, shares and comments on the channels, but rather scholars, educators and teachers may have the chance to utilise the resources, and it is a platform that However, the technology of YouTube video has not been used at all in FCEZ and this is what Alwehaibi (2015) stated that YouTube technology in Saudi Arabia hasn't been used extensively for instructional purpose. Several studies and analyses have shown that YouTube's resources as a teaching tool are important to consider. ...
The technology of YouTube video is not only a place where people might upload, share, post, and comment, is also a platform where lecturers can use to facilitate teaching, learning and collaborate with their students. This research examines how YouTube educational materials could be adopted as instructional materials in the classroom situation. The main goal of this study is to provide well-informed and straightforward answers about how to adopt YouTube as an instructional material in classroom teaching process. This study used descriptive research design, whereby, 60 questionnaires were distributed to the respondents and 41 returned. The data collected was analysed using SPSS. The finding of the study revealed that lecturers agreed that, using YouTube as alternative instructional material improves students' performance. Five recommendations were made based on the findings. the study recommends that lecturers need orientation on the usage of YouTube as an educational resource, government should equip the college with educational materials and the college management should make it mandatory for every lecturer to adopt electronic instructional materials on every lesson.
... Estos datos refuerzan la idea de que el uso de recursos digitales y plataformas de creación y distribución de contenidos pueden ser excelentes elementos de enseñanza para la transferencia de saberes académicos y/o el desarrollo de habilidades/destrezas (Ortega-Rodríguez et al, 2022). Así, YouTube ofrece oportunidades más dinámicas (Copper & Semich, 2019) para el proceso de enseñanza y aprendizaje, convirtiéndose en una alternativa actual a las metodologías más tradicionales (Alwehaibi, 2015;Sangermán et al., 2021;Castro et al., 2019), pudiendo erigirse en el elemento principal de instrucción en modalidades blended learning o e-learning Taufik et al., 2022;Zimba et al., 2021), o en un complemento que mejore la comprensión de lo explicado (Trabelsi et al., 2022). Debido a ello, un porcentaje elevado de estudiantes utiliza este recurso digital para la búsqueda y consulta de todo tipo de información (Marín-Díaz et al., 2022). ...
El objetivo de este estudio fue la creación de un instrumento sobre la competencia digital del docente en la utilización de YouTube como herramienta de aprendizaje. Concretamente, se trazaron los siguientes objetivos específicos: validez de contenido, validez de comprensión, validez de constructo (análisis factorial exploratorio y confirmatorio), validez convergente y discriminante, invarianza por género (masculino-femenino) y tipo de centro (urbano-rural) y determinar la consistencia interna a través de diferentes coeficientes de fiabilidad. El instrumento contó con una versión inicial de 30 ítems clasificados en tres factores: DIM. CD-I - Información; DIM. CD-C - Comunicación; DIM. CD-CC - Creación de contenido. El instrumento fue aplicado a 2157 docentes procedentes de todo el territorio español, pertenecientes a diferentes etapas educativas: Educación Infantil, Primaria, Secundaria, Formación Profesional y Enseñanza de Personas Adultas. Los análisis de fiabilidad fueron satisfactorios. Con relación a la validez, los resultados encontraron un buen ajuste del modelo, tanto en la validez interna como en la invarianza factorial por género y tipo de centro, con una versión final del instrumento de 13 ítems. Estos resultados muestran que el instrumento que se presenta es válido y fiable para medir la competencia digital del docente sobre el uso que hacen de YouTube como recurso didáctico.
... As long as there is access to the internet, YouTube has a lot to offer, including thousands of manufactured videos that can help students learn more spoken expression through multimedia tools. According to Alwehaibi (2013), simple and free access is another advantage of using YouTube as a learning tool. Another advantage of YouTube's global accessibility is that it gives users access to various world cultures (Kelsen, 2009). ...
When it comes to teaching students listening skills, audio-visual learning techniques are superior to audio-only ones. Therefore, YouTube becomes the primary source to get diverse and high quality videos for critical listening courses. In order to better understand the language, students would be able to connect words and images. Using interviews and observation to collect the data, this research found that using YouTube videos has a positive impact on promoting critical thinking while engaging in a critical listening course. Through 1) freeze framing and prediction; 2) repetition and role play; and 3) reproduction activities, YouTube can help students in a critical listening course develop their critical thinking skills. Further advice on how to maximize the advantages of this activity for promoting critical thinking can be found by looking into the various strategies and techniques used by educators to incorporate YouTube videos into their teaching methods.
... Therefore, it can be known that the habit of watching English YouTube content is positively linked to students' vocabulary mastery. Therefore, there is no doubt that the use of technology can overcome and provide solutions to educational problems (Alwehaibi, 2015). According to Pane & Geroda (2019) using video to teach vocabulary resulted in better vocabulary mastery than previously. ...
... The finest instrument for accommodating SMEs with a strong positive effect and for fostering positive relationships with their non-financial performance is Facebook. [31][32][33][34][35][36][37] The easiest way to contact library patrons is through social media, where they can easily share and receive information. Social networking is also having a significant influence on libraries. ...
Social media is the finest method for reaching library patrons since it allows them to easily share and receive information. Social media has a significant influence on libraries as well. Social media is becoming more recognizable to LIS workers as a flexible platform to contact potential library users.
... It made the students develop their interests and motivation to learn Structure and Written Expression. These findings are in line with the studies by Nasution (2019), Alwehaibi (2015), Watkin and Wilkins (2011), Riswandi (2016). It means that YouTube Channel could help the students comprehend the Structure and Written Expression materials by displaying the learning video from YouTube Channel. ...
This study investigated the students’ perception of their online learning during pandemic situations, especially in the Structure and Written Expression Section of TOEFL Preparation Class. The students obtained the material of the Structure and Written Expression Section of TOEFL through video-conferences by Google Meet as well as learning videos by YouTube Channel. This focused on the students’ perception between Google Meet and YouTube Channel in the online learning of TOEFL Preparation Class in the fourth Semester Students of UCIC Cirebon. This was a qualitative study that obtained the data from the questionnaire and interview. The findings showed that the students were able to comprehend, be active to ask, and to interact with the lecturer during online learning through Google Meet as a video conference learning. Moreover, online learning through YouTube Channel made it easy to comprehend replaying the videos, but there was no interaction between students and lecturer. This study suggests the English lecturers discover the best media of online learning in order to enhance the students’ competences, especially in TOEFL Preparation Class.
... The research labeled that numbers of YouTube learning videos present realistic examples of a day-to-day form of English underneath their miscellaneous contexts. Additionally, other incorporations of YouTube in English teaching are reflected in the following research by Comac (2008), Nejati (2010), Fleck, Beckman, Sterns, andHussey (2014), Alwehaibi (2015), and many more to come. As a whole, YouTube lusters through its facility to benefit language students in class in numerous aspects. ...
In an attempt to carry out a rather long been disregarded genre-based topic despite its emerging benefits in facilitating English academic teaching, this study is dedicated to divulging verbal expressions embodying the move structure of English Teaching Videos from different YouTube channels. The study enabled a type of research innate to the nature of qualitative research, which is content analysis. The investigated data were ten different YouTube videos that originated nationally and internationally. The frameworks used to tailor the research instrument (observational sheet) here is one from Chang and Huang (2015) regarding the move structure of inspirational YouTube content. The result displayed that the utterances in the entire dataset fulfilled most of Chang and Huang’s moves. Specifically, the move structure in national and international English teaching videos transpired in assorted utterances from the data. The chief notion drawn from this research is the idea that the whole data have a malleable yet archetypal move structure that characterized them as English teaching YouTube videos.
... As a result, this type of learning modality promotes a student-centered learning strategy. However, instructors, students, and parents faced several obstacles as a result of the deployment of modular learning (Alwehaibi, 2015;Aminullah, Loeneto, & Vianty, 2019). Lack of school funds in the design and distribution of modules, kids' struggles with self-study, and parents' lack of understanding to academically advise their child/children were the primary issues that arose. ...
In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven difficult. Despite several objections, the Department of Education (DepEd) and the Commission on Higher Education (CHED) accepted and implemented the flexible blended learning model, despite the risk of open courses due to the virus. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning are the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach to promote educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by teachers with various tasks and learning activities based on fundamental learning abilities is known as modular distance learning. Thus, the main findings of the study revealed that the implementation of modular distance learning or distance education resulted in a significant improvement in students’ knowledge of the specific content covered, despite the fact that both technical and non-technical problems occur during their teaching in distance learning.
... The introduction of social media in higher education, especially YouTube, is not novel. In fact, YouTube has been used effectively as a learning and teaching tool in many science domains (1) . Including medicine (2,3) and surgery. ...
Endoscopy is a competitive field in clinical practice, in which skilled endoscopists are in high demand. The learning process for Junior Gastrointestinal Endoscopists (JGEs) is difficult, quite long, and technically demanding. This directs JGEs to seek additive learning sources, including online sources. The purpose of this study was to determine the frequency, context, attitudes, perceived benefits, drawbacks, and recommendations for using YouTube videos as an educational platform among JGEs from the uses'prespective. We disseminated a cross-sectional online questionnaire from January 15th to March 17th, 2022, and recruited 166 JGE from 39 different countries. The majority of surveyed JGEs (138, 85.2%) were already using YouTube as a learning tool. The majority of JGEs (97, 59.8%) reported gaining knowledge and applying it in their clinical practice, but 56 (34.6 %) reported gaining knowledge without application in real practice. Most participants (124, 76.5 %) reported missing procedure details in YouTube endoscopy videos. The majority of JGEs (110, 80.9%) reported that YouTube videos are provided by endoscopy specialists. Only one participant, 0.6% out of the 166 JGEs surveyed, disliked video records, including YouTube as a source of learning. Based on their experience, 106 (65.4%) of participants recommended YouTube as an educational tool for the coming generation of JGEs. We consider that YouTube represents a potentially useful tool for JGEs, supplying them with both knowledge and clinical practice tricks. However, many drawbacks could make the experience misleading and time-consuming. Consequently, we encourage educational providers on YouTube and other platforms to upload well-constructed, peerreviewed, interactive educational endoscopy videos.
... On YouTube, for example, users may submit, share, and view videos that other users have uploaded. Thus, YouTube may be used to facilitate and enhance the learning process (Alwehaibi and Huda Omar 2015). ...
The aim of this study is to investigate the attitudes of students of English for Academic Purposes towards using asynchronous videos to enhance their academic writing skills. A pre- and a post-questionnaire, as well as semi-structured interviews, were used to collect qualitative and quantitative data. Furthermore, SPSS was used for data analysis. The research sample consisted of 88 participants from five classes who were enrolled at the College of Language and Communication at the Arab Academy of Science, Technology, and Maritime Studies. They were given instructions to make use of asynchronous videos. A positive and significant difference in the mean scores was found in the results of the pre- and the post-questionnaire, which was supported by the semi-structured interviews. The results of the questionnaires showed that M = 80.02 for the pre-questionnaire and M = 83.50 for the post-questionnaire. The mean difference was 3.47 (SD: ±13.54), and the paired t-test showed that this was statistically significant (p ≤ 0.05), which means that the students exhibited an increased positive attitude towards online learning, including asynchronous videos in an academic setting. Consequently, it is proposed that more research be conducted on the relationship between asynchronous videos and how students prefer to learn. Moreover, it is suggested that teachers and curriculum designers utilise asynchronous videos in their classes to improve students’ writing skills.Keywords: ESP, EAP, writing skills, teaching technology, post-Covid teaching, asynchronous video. Received: 11 March 2023 Accepted: 13 March 2023 Published: 25 March 2023
... Many theses and research studies on the English teaching subject (Mahdi & El-Naim, 2012; Moskovsky, 2018) focus on the potential of using Facebook interactions. Alwehaibi (2015) is researching the possible use of YouTube for English language learners. Ben Duhaish (2014) has found that some practical teaching methods constitute politeness, indirect speech, and kinesics exposition. ...
Kinesics is a paralinguistic feature that helps convey a message quickly, especially in a TESOL environment. Kinesics is one of the main features of paralinguistics, which comprises various nonverbal fundamental elements. In this study, researchers collected the data regarding the effectiveness of kinesics for ESOL learners using a questionnaire with a sample of 385 instructors and learners from Saudi Arabian universities. Two hypotheses were tested: integrated kinesics significantly impacts learner-oriented proximity, and integrated kinesics features have a substantial effect on instructor-oriented proximity. SPSS was used to scrutinize the collected data. Regression analysis and descriptive statistic methods were used to check the frequency and reliability of the data and the variation of the results. The study’s findings indicate a significant impact of integrated kinesics features on learner-oriented proximity and instructororiented proximity. Using kinesics features in TESOL is very effective. It is concluded that kinesics is an inseparable part of the lecture room’s learning and teaching process. It is an integral part of teaching ESOL that should not be neglected.
... Abuseileek (2009) has found the effectiveness of computer-enabled instruction in learning grammar that helps the students to solve issues with complex grammatical structures; the computer-assisted language learning (CALL) has improved vocabulary and helped in using word-solving techniques (Almudibry, 2012); intensive reading on the internet motivates the students to gain more knowledge of vocabulary (Alshwairkh, 2004); a web-based inquiry-oriented lesson format, WebQuests, has helped the students develop more improved reading skills (Alshumaimeri & Almasri, 2012); online blogs have been proven to be motivating learners to engage more with EFL classes (Alaboudi, 2014); podcasts, audio programs in digital format, is another ICT-enabled tool that improves the students listening skills (Al Fadda & Al Qasim, 2013). Besides, informal interaction on Facebook, WhatsApp, and content writing and creation on YouTube cultivate the language acquisition skill of EFL learners (Almekhlafy, 2016;Alwehaibi, 2015;Mahdi & El-Naim, 2012). Hence, the EFL teachers recognize the potential benefits of ICT to improve EFL teaching and learning (Abalhassan, 2002;A. ...
Vision 2030 is a key economic transformation plan for Saudi Arabia conceived in 2016. It envisions the shift from oil to a knowledge-based global economy. Along with this historical event, Saudi Arabia undergoes another historic transformation, i.e., the strategic growth of EFL learning in the domain of education in the second decade of the twenty-first century. Since economy and education go hand in hand, scholars wonder whether EFL learning induces Saudi Vision 2030 or vice versa. The relation between them is causal by nature, but the order of effect is inexplicit. If Saudi Vision 2030 motivates EFL learning, then its present situation is inadequate for the fulfillment of the Vision. If not, then how the inadequate EFL competency of Saudi students can contribute to the visionary transformation of Saudi Arabia. Hence, the problem is an essential concern in academic understanding since its resolution redefines both EFL learning and Vision 2030 of Saudi Arabia. The study uses qualitative research on the existing scholarly books and articles on EFL learning and Saudi Vision 2030 to understand the causal order of these phenomena, illustrate the present condition, and explain the interrelation between EFL Learning and Vision 2030 of Saudi Arabia.
This qualitative case study investigates the use of online authentic materials in teaching English at SMPN 2 Tinambung . The study aims to identify the types of online authentic materials used, teachers’ perceptions of their use, and the challenges faced by teachers in using them. Two English teachers were selected using purposive sampling. The results show that teachers used various types of online authentic materials such as YouTube videos, Google pictures, online articles, online news, podcasts, and web short stories. The teachers perceived online authentic materials to be similar to face-to-face authentic materials, but with different media. They were able to adapt the materials based on their needs and purposes. However, they preferred face-to-face meetings due to fewer problems. Challenges in the implementation of online authentic materials included internet connection, classroom management, and language difficulty.
In 2021, according to the statistical research presented, 2 billion videos would be seen on YouTube every day, and more than a billion individuals will subscribe to channels and use the site on a regular basis. Because of its widespread usage and ease of accessibility, YouTube video technology has been shown in several studies to have advantages for classroom instruction and lifetime learning. The persistent reason for this research was to investigate the perspective of teacher-trainees' interest in using video in teaching Micro-teaching skills, by applying YouTube video technology as an educational instrument in the instructional process. The research survey design was applied with 300 teacher-trainees in all NCE and B. Ed. programmes as the respondents to the research from all various departments. The questionnaires were distributed to them after watching the video clips on YouTube. The collected data was analysed using simple frequencies used for the test of the research question and analysis of Person correlation coefficient to retain or discard the hypothesis. The result revealed that teacher trainees have an interest in the usage of YouTube video technology, and it can be used to attain the educational ends achieved through the usage of YouTube video technology in teaching micro-teaching skills. The exciting findings of the result show that teachers and trainees from all departments agree and are satisfied that YouTube technology is an educational resource for modern instruction. The research recommends that YouTube should be used as a digital alternative to traditional microteaching (face-to-face), and it will address students' congestion due to the lack of appropriate lab equipment and qualified technicians in traditional microteaching laboratories.
Technology advancement, including YouTube, enables various media easily integrated into the teaching and learning process and supports the students’ digital media literacy. However, in the implementation, some teachers find difficulties in engaging the students’ interest in using YouTube to support the teaching and learning process. This study was conducted to investigate why YouTube is considered the prominent media in Sekolah Alam Cikeas to engage students’ interest in English learning. A case study was used to analyze the phenomenon while questionnaires and interviews were used in collecting the data. Likert scale was used to analyze the data by using 5 aspects. The result illustrated Strongly Agree as the dominant answer from students. YouTube can help them in learning English and it plays a useful and meaningful role in the learning process. Most of the students agree that the usage of YouTube in the classroom is appropriate and can engage students’ interest in learning English in the classroom. Besides, YouTube also can help students to train in digital media literacy. Thus, YouTube is one of the media that supports students’ interest to engage in the learning process.
371) الرتبية وكلية والرتمجة اللغات بكلية اإلجنليزية اللغة قسمي من ً طالبا ليبيا الزيتونة، جبامعة. قوامها بلغ عشوائية عينة منهم اختريت وقد (04) عليهم استبانة توزيع ومت طالب يناير شهر يف الدراسة بيانات جلمع 0404 م. الد نتائج وأظهرت إجيابية اجتاهات لديهم الطالب أن راسة أجنبية كلغة اإلجنليزية اللغة تعلم يف االجتماعي التواصل وسائل تطبيقات توظيف حنو. و يو ص ي ا ضرورة على الباحثان أل اللغة مناهج وإعداد تصميم عند اإلجيابية االجتاهات هذه االعتبار يف خذ امل يف أفضل تعليمية نتائج لتحقيق اإلجنليزية ستقبل. Abstract The purpose of the present study is to investigate Libyan EFL university students' attitudes toward using social media applications in EFL learning in two English language departments at Azzaytuna University, Libya. The population of the study was (173) students. A sample of (40) participants was selected randomly from two English language departments at the Faculty of Languages & Translation and the Faculty of Education in January 2020. A questionnaire was employed for the data gathering stage. The study results revealed that students have positive attitudes toward employing social media applications in EFL learning. The researchers recommend that Social media Use and ELT in Libyan universities ……………….………...(450-463) Azzaytuna University Journal (43) June 2020 354 such positive attitudes should be taken into account in designing and preparing English language courses for better learning results in the future.
Video technology has the potential to improve opportunities for students to benefit from feedback that is essential for learning. However, previous studies have all dealt with videos of tutors, rather than videos of students’ performances. This study explores whether video technology contributes to the quality of feedback on students’ oral language performance and investigates how language teachers perceive contemporary technology regarding student education. Participants in the study were eight incumbent teachers involved in language education. The interview data suggested that the teachers seemed to be very positive about using video technology as a tool for feedback. The technology not only allowed for evidence-based accounts which served to enrich the quality of feedback, but also enabled them to highlight specific aspects of oral performances and create feedback that is conducive to understanding. The findings of this study showed that technology-enhanced evidence-based feedback will be able to provide an important supplement to written feedback, adding one more mode for an effective feedback process.
Today, social media becomes part and parcel of people's life. Among social media, YouTube is a perfect medium to gain and learn new knowledge through audiovisual mode. This study aimed to investigate the effectiveness of YouTube Assisted Instruction on reading skills improvement among primary school children. A quasi-experimental design was used, with two groups-one functioning as the experimental group and receiving YouTube-assisted instruction (n = 30), and the other as the control group and receiving the conventional approach (n = 30). Both the pretest and posttest were conducted using a self-made reading ability test. An Independent sample 't' test, Paired 't' test and Cohen's d effect size were employed in this study. According to the results of this study, the posttest scores of the experimental group and control group differed significantly. Additionally, the effect size of Cohen's d analysis confirmed this result. As a result, YouTube Assisted Instruction performed better than traditional teaching methods.
After educational videos, especially short educational videos, have become the first digital tool used by teachers in education in our time, The research aimed to present a new and easy method in the production of educational videos through the application of "Tik Tok" instead of using specialized software for production, which saves a lot of time and effort for teachers, and to identify the extent of the satisfaction of computer teachers in Gharbia Governorate with that. The study sample consisted of (25) computer teachers in Gharbia Governorate schools, who were selected from (7) different schools, and the research tools were as follows: 1-A questionnaire to measure the extent to which the parameters possess the skills of using the Tik Tok application. 2-A personal interview to find out the extent of their satisfaction with the use of the application in the production of video clips and the extent to which they prefer it over specialized software. 3-A personal interview to find out the difficulties they faced while using the application in creation educational videos. The research used the experimental method, and the results confirmed the preference of teachers to use the Tik Tok application in the production of educational videos over specialized software for production, and the researcher attributes this to the high skills they possess in using this application. The study used the experimental approach to answer its questions, where Educational Video Production by TikTok application it tested on a sample of teachers to know their satisfaction with that,and then the descriptive approach was used to determine the advantages and difficulties of using the application for them, and the application capabilities in producing educational videos. The study was applied during a week at period (22/1/2022, 27/1/2022), a day of the week was allocated to go to target school and meet with the teachers to explain how to produce educational video using the application a step-by-step, then apply the performance card, conducting a personal interview to collect data, and the results of study confirmed teachers' preferences to use Tik Tok application in producing educational videos over specialized software. The researcher attributes this to the high skills they possess in using this application, Therefore, the study is recommended to necessity of training teachers and learners to produce such quality of videos using the app. Kewords : Tik Tok application, educational videos, satisfaction. Introduction:
Although a great number of studies on extensive reading (ER) had been conducted, little is known about how it is carried out in the emergency remote learning (ERL) during the Covid-19 pandemic mediated by virtual platforms, especially Google Sites (GS). To address this practical need, this chapter explicitly portrays my experiences of using GS as a pedagogical innovation to help EFL students engage in ER activities during the ERL. Grounded in social constructivist theory and multimodality, this in-practice article sheds crucial light on how GS served as a virtual learning engagement platform among students in an ER course. Along with the overview of GS implementation, the dynamic of students’ learning, their learning artifacts, and their retrospective narratives were observed and reflected to understand how the architecture of social constructivist and multimodal instructional design utilizing GS was enacted to facilitate students’ learning. The reflection highlights the endorsement of GS for ER courses. The teacher, classmates, materials, and activities played a fundamental role whose design, interaction, and affordance are not ‘value-neutral.’ This pedagogical innovation has, therefore, armed students not only with the reading or general English proficiency but also with essential capacity and skill such as learning autonomy, critical thinking, and critical reflection, which will empower them to pursue their future careers and surmount unforeseen hurdles and challenges. Some implications for ER course development in the post-pandemic and beyond the reported context are also addressed.
This study was conducted to examine the YouTube channels of Yunus Emre Institute, British Council, Institut Français, Instituto Cervantes, Confucius Institute and Goethe Institut foundations having channels on YouTube, one of the largest video sharing platforms of the world. The channels in this study, were examined through the qualitative research method in terms of the upload date, the numbers of subscribers, the numbers of videos, the videos’ grouping status, the number of video views, and the features of the most watched videos. As a result of the study, it appears that Yunus Emre Institute created its YouTube channel in 2014, British Council in 2010, Institut Français in 2017, Instituto Cervantes in 2017, Confucius Institute (U.S.) in 2017 and Goethe Institute in 2007. Yunus Emre Institute, one of the channels on YouTube, has more than 64400 subscribers, British Council has 542000, Institut Français has 3650, Instituto Cervantes has 69100, Confucius Institute has 801, and Goethe Institute has 301000. It is found that Yunus Emre Institute has 925, British Council has 134, Institut Français has 463, Instituto Cervantes has 1115, Confucius Institute has 82, and Goethe Institute has 1152 videos on YouTube. It has been determined that YouTube channels belonging to institutions established to teach the world's most spoken languages were created adopting similar paradigms and after the year 2007.
This study aims to determine students' perceptions of the use of Youtube application for learning procedure text. The method used was qualitative using a descriptive approach. The population in this study were students of SMPN 06 Lebong and the sample used was purposive sampling for class VII students of SMPN 06 Lebong. The data collection technique in this study was used a questionnaire given to students using a Google form given in the third week after learning the text procedure was completed by using Youtube video as a media during learning, as well as interviews with several selected students which were carried out using Whatsapp to find out their perceptions of the use of Youtube media in learning procedure text. The data is explained in detail according to the statement given by the respondent. The results showed that the use of the Youtube application as a medium for learning procedure texts could make it easier for students to understand the material related to procedure texts, besides that students found it easier to access information related to learning materials so that they were able to explain and make procedural texts properly and correctly. Thus, the use of the Youtube application in the procedural text learning process can help students understand the procedural text material well and can have a positive impact on English learning activities
Nowadays, people are using YouTube as a learning tool. Mainly students are frequent users of YouTube. They use it for various purposes, one of the reasons for learning. Therefore, this research aims to investigate the factors that affect YouTube use as a study aid, affecting academic achievement. The sample data was gathered from 350 Bangladeshi MBA students using a structured questionnaire and convenience sampling technique. Structural equation modeling (SEM) was employed to test the various hypotheses. Then, necessary condition analysis (NCA) was used to investigate the degrees of each variable necessary for academic achievement. The study results reveal that intrinsic, contextual, and accessibility information quality are significant predictors of information quality. Source credibility and information language affect information usefulness. Information quality positively correlated with information usefulness, adoption, and academic achievement. Information usefulness predicts information adoption, and both predict academic achievement. Again, mediation analysis revealed that information usefulness and adoption individually and serially mediate the relationship between information quality and academic achievement. According to NCA findings, these factors were necessary for varied degrees for students to have more outstanding academic achievement. This research work helps the body of knowledge by conceptualizing and experimentally assessing the impact of YouTube as a study aid on the academic performance of Bangladeshi MBA students.
Vaksin PICKids yang diperkenalkan oleh Menteri Kesihatan, Khairy Jamaluddin adalah vaksin
yang dibuat untuk kanak-kanak berumur 5 hingga 11 tahun. PICKids ini hanya merangkumi satu
pertiga daripada kandungan vaksin untuk orang dewasa. Setelah pengumuman dibuat pada 1
Februari 2022, PICKids telah mendapat sambutan daripada ibu bapa yang telah mendaftarkan anak
mereka. Sehingga 21 Februari 2022, seramai 1,022,966 pendaftaran yang telah didaftarkan oleh
ibu bapa atau penjaga diterima dan angka ini menunjukkan sebanyak 28% kanak-kanak telah
mendaftar daripada jumlah populasi mereka seramai 3.6 juta. Suatu kajian secara temubual yang
dijalankan ke atas 46 orang ibu bapa dari pelbagai latar belakang memberi gambaran untuk melihat
perspektif mereka dari sudut Islam vaksin PICKids sebagai ikhtiar. Hasil dapatan mendapati hanya
segelintir ibu bapa yang menolak pemberian vaksin ini. Antara faktor penerimaan mereka adalah
disebabkan pengalaman sebagai penerima vaksin, kesan sampingan sebagai pesakit COVID-19
yang ringan dan tawakal yang menjadi pegangan kepada mereka untuk menerima PICKids sebagai
salah satu ikhtiar dan tanggungjawab serta amanah sebagai ibu bapa untuk melindungi anak
mereka.
This paper attempts to clarify the educational role of UTube in learning a second or foreign language. The fact is today there are many resources to learn languages online. You have WebPages, radio, online TV and even YouTube. At this juncture it is not a matter of finding resources, but finding resources of value that will help you learn. It's a matter of efficiency. Nowadays mobile learners have faster access to high quality ubiquitous web services, UTube as a video clip server is being used more and more by E-learners today. UTube provides authentic up-to date materials of everyday English used by everyday people. Finally, this paper highlights advantages and disadvantages of using UTube in learning a second or foreign language.
This pilot study investigates how the use of audioblogs can help to meet an instructor's need to improve instruction in English as a second language (ESL). In this study, the instructor uses audioblogs to manage oral assignments, to interact with learners, and to evaluate performance outcomes. Learners record oral assignments through cellular phones, and maintain an individual audioblog in which they submit and archive the oral assignments. The instructor interacts with each learner through the individual audioblog to enhance his or her learning according to individual needs. Using mixed methodology (survey, open-ended questions, interview, and analysis of blogs), this study explores how the instructor's interaction with learners through audioblogs improves learners' oral English performance. The results indicate that the use of audioblogs meets the instructor's instructional needs, providing an efficient and effective way to evaluate students' oral performance and permitting individualized oral feedback. In addition, learners enjoy the ease of using audioblogs and believe that audioblogs assist their language-learning experience. This study also discusses the challenges that users of audioblogs face in the process of English-language instruction, and the implications of audioblog in language learning.
Though the Internet may still be in its infancy, a review of technological trends and technologies in foreign language learning since the advent of the Web indicates that computer-assisted and Web-enhanced language learning is coming of age. Evidence abounds in the changing university curricular patterns; the impressive Internet presence of language faculty; the appearance of new and improved Web research tools, strategies, online reference works and electronic resources; and the development of the advanced multimedia technologies that facilitate cross-cultural communication and collaboration. This paper presents illustrations of these trends, demonstrating that technology-enhanced language learning is enabling a revitalized and more effective pedagogy.
This paper begins by documenting the positive contribution of English as a Foreign\Second Language (EFL\ESL) to computers in language learning and teaching and then proposes a general framework, applicable in a range of contexts, for investigating their pedagogical applications in the EFL\ESL classroom. The paper then reports on a study which examined the impact that computers are having on the delivery of EFL courses at British Universities. The findings of a national survey based on questionnaires are documented and quantitatively analysed. These established three kinds of information: what kinds of courses are run; which kinds of computer applications are being used; the attitudes of those responsible towards the current use of computers on these courses. These questions raise a number of issues primarily regarding the role of computers in English for Academic Purposes.
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