THE EFFECTS OF YOUTUBE IN ESP CLASSES

Abstract

Teaching English as a global language is widely popular now. As such, English for Specific Purposes (ESP) is also needed in every field of study. In ESP teaching, different teaching aids are definitely needed: students´ books, teachers´ books, power point presentations, internet videos, or even specific magazines, journals, or newspapers that present interesting topics that fit to the specific field. This variety of teaching aids definitely easeslearning difficulties,such as anxiety to learn, uninteresting class, boredom, or demotivation to learn.Cahyani (2013),Peterová, N (2017), point out that the use of ICT in classes is a requirement as it makes teaching more attractive and more successful learning. Based on the upper named researchers, this study describes English language learning with media, i.e. the use of YouTube videos about Engineering English in English for Specific Purposes (ESP) classes, as a complementary teaching/learning tool. It reviews research on learning English, specifically Engineering vocabulary and English language fluency. Speaking, that is speaking fluently in ESP, (Engineering English, in our case) is one of language skills that needs more practice, less anxiety, more confidence and more positive approach to English learning. In order to support the students to be able to English language speak fluently, the ESP teacher is compelled to be creative in making the ESP class more interesting. And this could be achieved by creating interesting teaching/learning material that would make the students explore and enhance their English learning abilities. This modern teaching tool is distinguished by the students of engineering as appealing, amusing and spontaneous cognitive capability. Engineering students´ responses are examined and the study comes up with the conclusion that the features available in ICT, i.e. YouTube videos, make the teachers and students able to listen, understand, take notes, and later present topics what they have just watched and listened, or they can present new ideas, even come up with new assignments and issues concerning engineering in simple and interesting ways. The application of ICT in ESP classes make the students able to understand, illustrate and use new engineering vocabulary, interact with other engineering students. Finally, pedagogical implications are offered for ESP teachers, by integrating YouTube videos about Engineering in order to improve and enhance specific learning, i. e Engineering vocabulary and its fluency.