Faculty Members’ Perspective on Employing YouTube in Teaching English for ESL Undergraduate Students
DOI:
https://doi.org/10.17507/jltr.1504.29Keywords:
YouTube, teaching, English skills, ESL, university studentsAbstract
The study investigated the use of YouTube videos for teaching English as a foreign language to English major students at universities and explored teachers' perspectives on implementing this method. It also aimed to identify potential issues that teachers and students might encounter. A mixed-method approach combining quantitative and qualitative data collection was employed. A Five-Likert scale questionnaire assessed teachers' perspectives on using YouTube to teach various English language skills. The study involved 42 English language faculty members from private and public universities, and their responses were analyzed statistically and analytically. The findings indicated that teachers have a positive attitude as they successfully utilize YouTube videos to improve students' English language skills. Faculty members observed that the monotony of teaching decreased while students' motivation to engage with the English language increased. The study also revealed some challenges students face in developing their English language skills, such as a lack of self-confidence and an inability to express their thoughts adequately.
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