Using Efl Youtube Videos as Supplementary Resource for Teaching Vocabulary

Solano, Lida; Cabrera-Solano, Paola; Ulehlova, Eva; Espinoza-Celi, Verónica

doi:10.1145/3411681.3411682

Cited by 7 publications

(12 citation statements)

References 12 publications

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“…Moreover, the researcher also found that they became more self-confident to speak English after learning listening through YouTube. These findings are consistent with prior research by Solano et al (2020) which discovered that using EFL YouTube videos as a supplemental resource makes courses more effective by improving interaction and making learners feel involved and stirred to acquire language. Furthermore, Güler & Bozkurt's (2021) findings show that students were fully involved in class, participating in activities directed by teachers to teach Listening using a song.…”

Section: Discussionsupporting

confidence: 91%

Students’ Experiences on Learning Listening Through Youtube Media

Afrizal

Herlina

2023

(JEEP)

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YouTube has become a fabulous learning medium for teachers to enhance students’ language abilities and to boost students’ listening skills. But, for some students, learning listening through YouTube is their first experience, mainly 7th-grade students in junior high school. It picked the interest of the researcher’s present study to explore the student’s experiences of learning listening through YouTube using a phenomenological design at one of the junior high schools in Karangpucung, Cilacap, Central Java. The data were obtained from observation and close-ended questionnaires to 32 EFL students who have experienced learning listening using YouTube in listening class. The findings showed that learning listening using YouTube in class is not hard to understand for students and it makes them feel more eager, joyful, and enthusiastic. Furthermore, students became more self-confident to communicate in English after learning listening through Youtube.

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Section: Discussionsupporting

confidence: 91%

Students’ Experiences on Learning Listening Through Youtube Media

Afrizal

Herlina

2023

(JEEP)

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“…These are in line with the problems faced in implementing online learning in general (Dantes , Audina, et al, 2022;Dantes, Rinawati et al, 2022;Suwastini et al, 2021). However, previous study poignantly warn of the high possibility of inappropriate, vulgar, and offensive content in many YouTube videos (Solano et al, 2020). Concerning the drawbacks accompanying the benefits of YouTube videos for improving students' listening skills in the EFL context, the present study aimed to reveal students' perceptions about the application of YouTube videos in listening classes during online learning.…”

Section: Introductionsupporting

confidence: 54%

“…Mastering listening skills become a key to speaking skills because students can learn to pronounce English words correctly through listening (Broughton et al, 1980). Hence, many studies have cultivated the use of YouTube videos to improve students' listening skills (Chen et al, 2012;Nova, 2017;Qomariyah et al, 2021;Silviyanti, 2014;Solano et al, 2020;Yuyun & Simamora, 2021). YouTube has been proven to provide suitable teaching material for listening classes (Silviyanti, 2014), through which students can practice comprehending the videos (Nova, 2017;Qomariyah et al, 2021;Yuyun & Simamora, 2021).…”

Section: Introductionmentioning

confidence: 99%

Youtube Videos For Listening Skills During Covid-19 Pandemic: EFL Students’ Views

Audina

Artini

Dewi

et al. 2023

JPPSH

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Social media acts as a source of information, entertainment media, discussion space, enriching learning resources, increasing creativity, and increasing student understanding, allowing students to create awareness about students' potential to become intellectually active. The most common social media used in EFL classrooms are Facebook, Whatsapp, YouTube, Instagram, and Twitter. Many have argued that YouTube provides authentic learning sources for improving students' English skills. Despite the availability and authenticity of YouTube videos to provide practice in enhancing students' listening skills, especially in an online setting, its application serves some challenges. The present study aimed to explore the students' perception of the application of YouTube in listening classes during online learning. This study was a qualitative study involving 32 university students. Data were collected from a questionnaire consisting of 31 items distributed through Google Form. The analysis resulted in students’ positive perception in the forms of four benefits: improving listening skills, increasing interest and motivation to learn, building critical thinking, and sharpening creativity. The identified shortcomings are the internet connection and the expensive internet credit. The present study confirms the usability of YouTube videos to practice students' listening skills, especially in online learning, where students need flexibility and creativity. However, it implies suggestions for stakeholders to provide stable and affordable internet connections so online learning can be conducted more effectively.

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“…Kasapoglu-Akyol (2010) believed that technology is of crucial importance for EFL learners because they can surf the internet to look for information and to communicate with others, which, in turn, develops their language use. Solano et al (2017) investigated the use of technology in EFL teaching on 150 Spanish students and 15 teachers. The study revealed that although teachers do not usually use technology inside their classrooms, using technology increases students' motivation, participation, and collaboration.…”

Section: Literature Reviewmentioning

confidence: 99%

A Constructivist Approach for Enhancing EFL Learners’ Writing Fluency in a Blended Learning Context

Abd Al Galil

2024

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The study aimed to examine the effect of utilizing a constructivist approach on developing EFL adult learners' writing fluency in a blended learning context. To serve as a guide for the design of the instruments, the researcher created a list of the components of writing fluency. Along with the proposed program, the researcher also prepared a pre-and post-writing fluency test and a rubric. Then, she nominated a group of pre-intermediate to intermediate Egyptian EFL learners who desired to develop their writing fluency (n= 27) to participate in the study and to get involved in its activities. They were between the ages of 20 and 35 years old. The pre-and post-tests were administered. After the application of the program, the scores were subjected to both quantitative and qualitative analysis. The results demonstrated that the constructivist approach used in a blended learning context was highly effective in developing the writing fluency of EFL adult learners.

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Using Efl Youtube Videos as Supplementary Resource for Teaching Vocabulary

Cited by 7 publications

References 12 publications

Students’ Experiences on Learning Listening Through Youtube Media

Students’ Experiences on Learning Listening Through Youtube Media

Youtube Videos For Listening Skills During Covid-19 Pandemic: EFL Students’ Views

A Constructivist Approach for Enhancing EFL Learners’ Writing Fluency in a Blended Learning Context

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