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

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

Raniah Kabooha & Tariq Elyas

Source: English Language Teaching; Vol. 11, No. 2; 2018

Published by Canadian Center of Science and Education

 

Objective(s)

This study aims to investigate the impact of YouTube on EFL students’ vocabulary retention and comprehension.

 

Focus of the study

This study focused on the impact of YouTube on EFL students’ vocabulary.

 

Research question(s) and hypotheses

1. To what extent does the use of YouTube in EFL classes improve the vocabulary comprehension and retention of students?

2. How do the students view the use of YouTube in their class as a tool to enhance their vocabulary learning?

3. How do the teachers perceive the use of YouTube as a tool to improve students' vocabulary learning?

 

Subjects (participants)

The participants in the study consisted of one hundred Saudi female students studying English as a Foreign Language in their preparatory year at King Abdul Aziz University. For the purpose of the study, four classrooms with 25 students in each were involved.

 

Data collection techniques (instruments)

The students as well as teachers were required to complete a questionnaire. The students were randomly assigned into two groups: the experimental group who watched YouTube during their reading class and the control group who were not exposed to YouTube. The study utilized questionnaires and Vocabulary Knowledge Scale (VKS) test, which was developed by Wesche and Paribbakht (1996), to collect data.

 

Data analysis techniques

The researcher conducted an independent sample t-test and paired sample t-test.

 

Findings/results

- In order to find out if there were any significant differences between the pre-test scores of the students in the experimental group and the control group, the researcher conducted an independent sample t-test. Table 1 reveals that there was no significant difference (t (98) = -.495, p > 0.05) between the pre-test scores of the experimental group (M=22.6, SD=7.5) and the pre-test scores of the control group (M=23.4, SD=8.3).

- An independent sample t-test was conducted to compare the post-test scores of the experimental group and the control group. Table 2 reveals that the post-test scores of the students in the experimental group (M= 46.5, SD= 8.6) were significantly higher (t (98) = 7.515, p< 0.05) when compared to the scores of the students in the control group (M= 31.3, SD= 9.2).

- A paired sample t-test was conducted comparing means of the Vocabulary Knowledge Scale (VKS) test. Table 3 shows that there was a significant improvement (t (99) = -17.021, p < 0.05) in vocabulary recognition and understanding among the students when comparing the scores of the students on the tests carried out before (M= 22.8, SD= 7.7) and after (M= 42.7, SD= 10.9) the lessons were conducted.