The Use of YouTube in Teaching English Literature The Case of Al-Majma'ah Community College, Al-Majma'ah University (Case Study)

Khalid, Al-zyoud; Muhammad, Kabilan

doi:10.5296/ijl.v4i4.2930

Cited by 28 publications

(17 citation statements)

References 11 publications

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“…YouTube presents EFL learners with an immersive learning environment. The soundtrack carries the language used in a scene, as well as background noises, that add to the situation (Khalid and Muhammad, 2012). Vision allows the setting to be seen and understood and for paralinguistic features of communication to be appreciated.…”

Section: Utilization Of Youtube Technology In English As a Foreign Language Classroomsmentioning

confidence: 99%

“…Moreover, the earlier research studies conducted on the use of YouTube in Saudi classrooms have studied aspects other than speaking, such as vocabulary (Kabooha and Elyas, 2015), content learning (Alwehaibi, 2015), teaching literature (Khalid and Muhammad, 2012), assisting student learning (Almobarraz, 2018) and more. However, the work on speaking skills has remained limited.…”

Section: Introductionmentioning

confidence: 99%

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Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms

Albahiri

Alhaj

2020

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Purpose Recent advancements in science and technology have led to an emphasis on using technology to make education more interesting. The inclusion of computers, internet and technological media has made education more diverse, vivid and enthusiastic. The use of technology such as YouTube in education stimulates visual and auditory learning, which results in favorable outcomes. The purpose of this paper is to provide a guideline for more systematic utilization of YouTube that has been possible in Saudi EFL classrooms at King Khalid University/Kingdom of Saudi Arabia. Design/methodology/approach YouTube videos that illustrated a variety of special spoken discourse and interaction were selected to widen Saudi EFL students’ socio-linguistic experience. In total, 48 students were divided into two groups; one group intensively used YouTube through the course, while the other did not. A quasi-experiment method was used to collect data. Findings The use of YouTube in studying English spoken discourse played a pivotal role in enhancing Saudi EFL students’ proficiency. The experimental group students’ outcomes revealed positive gains through the integration of video elements in teaching. Originality/value This study is among the first to examine the use of YouTube technology for educational purposes, particularly in the context of Arab countries.

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Section: Utilization Of Youtube Technology In English As a Foreign Language Classroomsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms

Albahiri

Alhaj

2020

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“…However, the use of the asynchronous platform was found to be more effective in stimulating the interest of students according to the findings of the research conducted by [10] as well as [19]. According to these authors, the use of the asynchronous platform is capable of making the class intrinsically interesting and enjoyable, because the platform provides the students' with the opportunity to interact and review the lectures by going online to watch the video over and over again.…”

Section: Discussion Of Findingsmentioning

confidence: 98%

“…Thus, in order to attain the objective of producing competent teachers to teach Electrical Engineering at the nations' secondary schools and also the need to keep up with the rapid technological advancement in the field of Electrical Engineering, it therefore becomes paramount for the lecturers to exploit and adopt innovative e-learning techniques like the synchronous and asynchronous instruction. This is because studies such as those of [9,10] as well as [11] revealed that e-learning platforms involving the use of the synchronous and the asynchronous instructions are capable of not only providing a meaningful learning experience for students, but are also likely to improve their performance and arouse their interest in learning. This has, however, not been verified empirically for students of Electrical Engineering in Nigerian Colleges of Education.…”

Section: Introductionmentioning

confidence: 99%

Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students’ Achievements and Interests in Electrical Engineering at the Niger State College of Education

et al. 2016

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Abstract-This study was conducted to determine the comparative effects of the synchronous and the asynchronous instructional approaches on College of Education students' achievements and interests in electrical engineering. The population of the study comprises of 190 electrical engineering students. A quasi-experimental research design was adopted. Two research questions and two hypotheses tested at a 0.05 level of significance guided the study. The research questions were answered using Mean and Standard Deviations while the Analysis of Covariance (ANCOVA) was employed to test the hypotheses. The study revealed that the asynchronous instructional approach was more effective in improving the students' achievements and stimulated their interest in learning more than the synchronous instructional approach. The study also found out that there was a significant difference in the cognitive achievement of students taught Electrical Engineering with the asynchronous instructional approach than those taught with the synchronous instructional approach. However, there was no significant difference between the mean interest scores of students taught Electrical Engineering with the asynchronous instructional approach and those taught with the synchronous instructional approach. On the basis of these findings, the study recommends, among others things, that the National Commission for Colleges of Education should develop the appropriate framework necessary for encouraging the adoption of the innovative e-learning platform such as that of the synchronous and the asynchronous instruction while the management of the Colleges of Education under study should institutionalize and encourage lecturers to use asynchronous instruction in teaching. Finally, the Lecturers should adopt the asynchronous instructional approach in teaching and learning Electrical Engineering in the Colleges of Education under study.

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“…For example, Skype and Edmodo have been introduced as tools for teaching English to Saudi students as they provide learners with opportunities for facilitating small group discussion and negotiating meanings and promoting teacher-students interactions (Alshawi & Alhomoud, 2016;Maslamani, 2013). YouTube has also been used to improve undergraduate students' performance at a university level by creating stimulating interactive online forums that encourage students to present their own commentaries and analyses of the required reading materials (i.e., novels; Khalid & Muhammad, 2012). Moreover, WhatsApp has also been found to be an effective platform for teaching EFL not only encourages students to become autonomous learners but also promotes collaboration between students as they practise their English (Alqasham, 2018).…”

Section: Teachers' Beliefs and The Role Of Snts In Promoting Lsmentioning

confidence: 99%

Untitled

2019

GJFLT

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Teachers' beliefs play a key role in their selection of language teaching methodologies; they affect teachers' pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of 'language socialisation' (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentially important role that SNTs could play in enhancing students' language learning and socialisation, their lack of first-hand classroom experience with SNTs reflected the fact that there was little access to and training in the use of these technologies. This lack of provision needs to be addressed as a matter of urgency to ensure that Saudi EFL teachers and their students are given an opportunity to engage critically with innovative technologies that may enhance the quality of their pedagogical experiences.

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The Use of YouTube in Teaching English Literature The Case of Al-Majma'ah Community College, Al-Majma'ah University (Case Study)

Cited by 28 publications

References 11 publications

Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms

Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms

Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students’ Achievements and Interests in Electrical Engineering at the Niger State College of Education

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