The purpose of this study is to shed light on a developed approach to be adopted in EFL speaking classes and show the effectiveness of using YouTube videos and Listening Audio Tracks Imitation (YATI) for teaching English language in speaking classrooms as pedagogical tools to improve EFL learners’ speaking skills. To find out the impact of using You Tubes and Audio Tracks Imitation (YATI) on improving speaking skills of EFL learners, the qualitative experimental approach is used to conduct this study. The participants of this study are 48 students studying major English, divided into two sections studying Listening & Speaking Course at College of Science & Arts Muhayil, King Khalid University. One section was used as a control group and the other as an experimental group. Data was collected using speaking tests results which were analyzed using SPSS Pearson correlation coefficient. The results revealed that employing YATI technique has a positive impact on the effectiveness of the speaking skills, fluency and pronunciation of EFL learners. This study concluded that YouTube videos and Listening Audio Tracks Imitation (YATI) is a very effective CALL (Computer-Assisted Language Learning) tool towards improving students’ speaking skills. This study recommends the use of YATI approach in order to help students overcome speaking problems.

The teaching of literature involves understanding of emotions and feelings of the characters, plot constructions, setting, themes and drawing picturesque images. The aesthetics of teaching literature though lies in reading and understanding the text in its natural way; however, with the advent of technology and compulsive transition to online teaching, integration of technology and digital tools with teaching of literature has become a necessity. This study aimed at examining how to incorporate technology and digital tools in literature classrooms, to ensure attainment of learning outcomes.  Digital tools currently adopted to teach literary texts include visualizations, digital editions of classics, storytelling through videos, graphic novels, interactive hypertexts and distant reading of the texts. Visualization tools, for example, can explain word patterns and sentence structure in a story, build digital artifacts, create digital maps of a novel’s setting, and convert themes into images. This study utilized a questionnaire survey with two learner groups, control and experimental, identified through purposive sampling, and in-depth interviews with six instructors who taught literature courses in a leading Saudi university. The focus of this mixed method research study was to see whether technology had done justice with the literary texts and helped achieve the intended learning outcomes. The study found out that with the help of technology students learned literary texts from multiple dimensions; however, the primary concern while integrating technology with teaching of literature should be to help students achieve learning outcomes. The study reiterated that whatever the media or the means to teach literature, if the learning objectives are achieved, combining technology with literature teaching will rather be a paradigm shift.