The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

Autor/inn/en	Kabooha, Raniah; Elyas, Tariq
Titel	The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers
Quelle	In: English Language Teaching, 11 (2018) 2, S.72-81 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Video Technology; Multimedia Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Vocabulary Development; Experimental Groups; Control Groups; Universities; Reading Instruction; Teaching Methods; Pretests Posttests; Comparative Analysis; Questionnaires; Student Attitudes; Females; Teacher Attitudes; Language Teachers; Statistical Analysis; Achievement Gains; Undergraduate Students; Saudi Arabia + Suchen Sie Ihr Suchwort? Multimediales Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Wortschatzarbeit; University; Universität; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Schülerverhalten; Weibliches Geschlecht; Lehrerverhalten; Language teacher; Sprachunterricht; Statistische Analyse; Achievement gain; Leistungssteigerung; Saudi-Arabien
Abstract	The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students' vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01