Using YouTube Videos to Enhance Learner Autonomy in Writing: A Qualitative Research Design (original) (raw)
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Impact of YouTube on Academic Enhancement and Educational Writing
TIJ's Research Journal of Social Science & Management - RJSSM, 2019
Abstract: In the digital era, a multitude of smart media has flooded classrooms with tools like ICT, gamification, Virtual Worlds (VWs), social media, m-learning, webcasts, podcasts and YouTube videos. But this digital environment demands a certain set of appropriate skills, which regulate the acceptability, adaptability, usability, accessibility aspects of both instructors and learners. The aim of this study is to measure the relative impact of YouTube videos on academic enhancement and educational writing. Data was collected on the differing perspectives of postgraduate students across five cities in India. The usage and extent of YouTube for academic and study purposes was recorded and analysed. The fundamental results indicate that though YouTube is generally informative, students are unable to find videos absolutely suited or specific to their curriculum concepts. YouTube assists in improving academic writing for Indian students but cannot be regarded as a replacement for class...
LINGUISTIK TERAPAN, 2022
Learning English is so important today in this era globalization and modern since English is an International Language. Nowadays, students are required to be able to understand and get to know English further, this is evidenced by the existence of English lesson in every school, from kindergarten to Senior High School. Because of the development of education, many of National schools adopt two language systems in teaching, namely bilingual language. In Teaching English, especially narrative text, it is quite difficult, especially if we learnt seventh grade students whose age about eleven until twelve years old, as we know that, the age of 11 – 12 years old usually have a very high level of boredom, especially they learnt about text. As the teacher, we have to reduce their boredom and make the class more interactive. On the Interactive class, The students do not only listen or read a text from the textbook but also must be answer the question based on the text. From this observation...
Using YouTube to Encourage Authentic Writing in EFL
Teaching writing to learners of English as Second/Foreign Language (ESL/EFL) is one of the most challenging and difficult tasks for the language teacher. Such difficulty is due to a composite of different factors among which the very complex nature of the writing skill in and of itself is central. Writing imposes huge cognitive, linguistic, and social demands to both native speakers of English and EFL learners, but the demands are truly higher for the latter group (Brown, 2004; Kern, 2000; Nunan, 1999). Another factor lies within the practical conditions in which teaching takes place. EFL classrooms often offer learners limited opportunities to experience authentic writing. In recent years, a number of teachers and researchers in ESL and EFL maintain that the addition of Internet Communication Technologies (ICTs) represents an option that may diminish such limitation to a significant extent (Godwin. Most notably, a strong case has been made in favor of distribution lists or online forums, wikis, and blogs. This argument appears to have motivated many EFL teachers to integrate ICTs into their classes. The goal of this article is to include another accessible, familiar, and easy-to-use resource to the ones listed above: YouTube (http://www.youtube.com).
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In our contemporary world, English stands as a paramount global communication tool, urging early initiation for staying abreast of global trends. This article delves into the challenges young learners face in acquiring English and emphasizes the necessity of understanding their traits, learning styles, and available resources for effective teaching. Categorizing elementary school students into Young Learners, aged 6 to 12, the study explores the unique characteristics that distinguish them from adults, emphasizing the importance of tailored teaching methods. The integration of technology, particularly YouTube, is examined as a transformative tool in modern education, offering a dynamic and engaging learning environment. The research method employs a descriptive qualitative approach, Interviewing five students from the Bahasaku Inggris English Course, aged 9 to 12, who use YouTube daily for learning. The findings highlight the positive impact of YouTube on vocabulary retention, speaking skills, listening comprehension, and grammatical competence. Students express enthusiasm for YouTube’s role in making the English learning process interesting. The discussion emphasizes the potential of YouTube as a valuable language-learning tool and provides practical suggestions for educators. In conclusion, the study affirms that YouTube significantly enhances young learners’ English language competency, offering valuable insights for language instructors aiming to integrate technology into their teaching methods.
Academic Journal Perspective : Education, Language, and Literature
YouTube is a website that facilitates users to share the videos they have, or just enjoy various videos uploaded by content creators. There are various kinds of videos that can be uploaded through this site, such as video blogs, music video clips, education videos, and others. Learning English independently through YouTube is a research topic which aims to find out the experiences of students while studying English and the challenges and opportunities they get. English Education in one private university in Cirebon became the object that the researcher chose and there were four female students who participants in this study. This research uses qualitative methods and data analysis uses thematic analysis. Data from this research is found by doing questionnaire and interview seasons. All participants showed positive responds. The results of this research indicate that YouTube is an application that can be used independently. Learning English by watching videos can help them improve th...
THE USE OF YOUTUBE VIDEOS IN LEARNING ENGLISH LANGUAGE SKILLS AT TERTIARY LEVEL IN BANGLADESH
Infrastructure University Kuala Lumpur research Journal 6(1), 27-36, 2018
YouTube videos are immensely used for English language learning at tertiary level both by the language learners and teachers in Bangladesh. Incorporation of new media tool like YouTube has inspired learners and teachers to make English language teaching-learning more fruitful. The aim of the current study is to investigate the use of YouTube in enhancing learners' English language proficiency. Qualitative research method is used in the study. Data was collected through six Focus Group Discussions with 30 students from tertiary level. Each FGD consisted of five informants from tertiary level. The collected data was analysed through coding and presenting the emerged broad themes under key headings. The result of the study shows that students of tertiary level find YouTube as a motivating medium through which they are able to enhance their speech delivery, pronunciation, intonation, grammatical skills, listening skills, and elucidate personal language problems. However, the study also indicates that the language learning videos accessible in YouTube sometimes comprise of culturally unsuited dress-up and attitude of the speaker which give the learners cultural shock. The study recommends learners and teachers choose culturally appropriate language learning videos for active and fruitful learning.
YouTube or Writing Tube: A Technology-Mediated Learning Tool for TESOL
The paper gives a brief overview of the role of the internet for qualifying authentic writing and defines the meaning of YouTube as well as explains how this tool can be used. This is followed by a discussion of the benefits and limitations of using this tool in a classroom and the theoretical framework of using YouTube in an ESL classroom. Later, it proceeds to discuss how YouTube can help promote writing skills in an ESL classroom. The next section of the paper deals with the importance of some pedagogical procedures of video comment tasks for contexts with access to the internet, and provides my own practice of YouTube videos in an ESL classroom. The paper ends with recommendations and a conclusion derived from the findings of the paper. Overall, the paper advocates YouTube as a technology-mediated learning tool to promote authentic writing for ESL/EFL learners. "If we teach today as we taught yesterday, we rob our children of tomorrow" (Dewey, 1944, p. 167).
Teaching materials form an important part of most English teaching programmes. Technology plays an essential role in people's day-to-day life and can be used effectively for various aspects of education. For the language teacher, YouTube may be nothing less than one of the best sources of material in the classroom. There are so many reasons why online material may choose to as a useful material for EnglishLanguage teaching.This studyshows the effective use of YouTube®videos for teaching the English Language in classrooms as supplementary material. The research design followed in this study is based on qualitative and quantitative methods tailored to collect authentic and primary data from teachers of English working in AMU, Aligarh at the undergraduate level. This paper sheds light on teaching English courses and examines the effective role of the multimodal text found in many YouTube®videos for teaching English inside the classrooms as supplementary material. However, this paper included a number of recommendations according to the study findings.Keywords
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