The Use of Youtube as a Learning Tool in Teaching Listening Skill

Abstract

YouTube is not only a platform that individuals share, upload, comment on videos; but also teachers and educators can make practical and effective use of it to the best as great that students can have more an advantage or profit gained. This study aims to carry out a systematic or formal inquiry to discover and examine the facts of how active and distinguished YouTube can be in the educational process and how it is beneficial for language teachers to enhance the skills of students. The study exhibits different theoretical frameworks that equip the employment of technology to increase the learning/teaching process. In using multimedia, video clips used to develop teachers’ abilities for using technology in classrooms. The objectives of this research are to give knowledgeably and clear explanations about teaching students’ listening skills through English video. The researcher emerges a questionnaire and applies it to third-semester of college students, Ma’soem University to give confirmation and show the advantages of technology in the academic field. The paper investigates classes where computers can be utilized, and also appear the defiance that faces teachers and educators regarding this application. The researchers terminated that YouTube is a necessary tool in classrooms as it appeals to the attention of students and envolves their mentality and creativity. It also assists cover the materials exhaustive, especially language. YouTube leads the fun element into classes, through meet the interests of students. Equivalent findings have a remarkable impact on the learning process as the students will realize the educational environment more uplift and inspire. Besides, they notice the material presented worth studying, and this method, they would admire the attempt expend in explaining the information. The research aspires to be of worth to teachers for the operation of technology and students to have a superior apprehension of the materials extend.

The use of YouTube in developing the speaking skills of Jordanian EFL university students

“…(2019, p. 101) showed that “the students' speaking skill was improving in three aspects 1) accuracy, 2) fluency, 3) performance”. Similar findings on the effectiveness of YouTube videos in improving students’ speaking skills were reported by different scholars (see Albahlal, 2019 ; Arroyyani, 2018 ; Pratama et al., 2020 ; Setiawan and Wiedarti, 2020 ; Tristiana and Swondo, 2020 ).…”

“…Different scholars reported similar findings on the effectiveness of YouTube videos in improving students’ speaking skills (see Albahlal, 2019 ; Arroyyani, 2018 ; Pratama et al., 2020 ; Setiawan and Wiedarti, 2020 ; Tristiana and Swondo, 2020 ). Qomar (2016) examined the use of YouTube in enhancing students' speaking performance and found that YouTube could improve students' speaking skills.…”

“…Given the limitations of the current study which addresses the speaking skill per se, and the positive effects and takeaways realized in the students' performance in spoken English, we strongly recommend that more empirical research endeavors be conducted to probing into the effect of YouTube videos in promoting Jordanian EFL students' level of achievement in the other three language skills, namely listening, reading and writing. The findings of such potential research endeavors in an e-learning environment will benefit from research findings reported in the literature review section, especially research contributed by researchers (see Jati et al., 2019 ; Martin et al., 2020 ; Nasution, 2019 ; Pratama et al., 2020 ; Riswandi, 2016 ; Syafiq et al., 2021 ). Such a call for further rigorous research in this particular domain is inspired by the present study's findings, which recommend that YouTube videos be embedded into the EFL classroom to improve students' speaking skills.…”

“…Given the above, we can say that the use of YouTube in language learning has been researched in many countries, for example, Iran ( Akbari and Razavi, 2016 ), Indonesia ( Meinawati et al., 2020 ; Pratama et al., 2020 ; Tristiana and Swondo, 2020 ), Saudi Arabia ( Almurashi, 2016 ; Arroyyani, 2018 ; Dhawan, 2020 ), Sudan ( Omer, 2017 ), and Algeria ( Djahida, 2017 ). However, only a few studies, to the best of the researchers' knowledge, have been conducted regarding the use of YouTube as a source of learning in the Jordanian context, especially for developing the speaking skill, a major productive skill for effective communication.…”

Investigatation of YouTube as an online platform used during remote learning forced by COVID-19

“…More pupils are engaged by YouTube videos, which provide a greater comprehension and satisfaction for the sensitivity of learning ability of students [21]. YouTube clips are only a simple technique to make the instructional content-related and specified, according to [22].…”