Abstract
YouTube has been shown to be a rich source for teaching speaking in EFL contexts. However, the use of YouTube is developing speaking skills is still understudied in the Saudi EFL context. The full use and awardees of YouTube resources are not well articulated by many EFL teachers in Saudi Arabia. This study attempted to examine the perceptions of English instructors of using YouTube to improve the speaking skills of the students in the secondary stage in Saudi Arabia. The English instructors’ attitudes towards YouTube and the best ways to use YouTube in the class were examined. The descriptive and analytical approaches have been applied in order to design the research. For data collection, a questionnaire has been designed to addresses the research topic. It was distributed on a sample of English language instructors (30 EFL instructors) in the secondary stage in Riyadh city in Saudi Arabia. The findings of the study showed that English language instructors see that YouTube is a highly beneficial instructional tool in improving the speaking skills of the secondary school students. It was found that the instructors have positive attitudes towards YouTube. They expressed that YouTube lessens the students’ anxiety and allow the students to learn faster, retain attention for a long time and motivates the students to learn the language. On the other hand, the findings showed that YouTube can be used in different ways in the class such as asking the students to comment on a particular video or to give some details, discuss, pose questions and give answers. YouTube gives a real chance for the students to interact in the class and to speak freely and get improved in pronunciation. The study recommended using YouTube as an integral instructive tool in English language classes.
Highlights
The new internet-based modes of language learning have always been described as reliable sources for language learning
This study attempted to examine the perceptions of English instructors of using YouTube to improve the speaking skills of the students in the secondary stage in Saudi Arabia
The findings showed that YouTube can be used in different ways in the class such as asking the students to comment on a particular video or to give some details, discuss, pose questions and give answers
Summary
The new internet-based modes of language learning have always been described as reliable sources for language learning. With internet-based applications, students can practice language learning through motivating activities such as games due to attractive features associated with games. YouTube is an internet-based educational tool which allows the learners to maintain content and motivate students to learn due to the videos and graphics it presents to the learners (Deng & Yuen, 2011). YouTube is one of the significant internet-based resources for language learning. The users can write the name of the video they need to watch and it will run on directly. Such videos are very important in the educational field. There are conversation activities such as “move trailer” and “voiceover” that can be employed to practice speaking and listening (Watkins & Wilkins, 2011, p. 115)
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