Using YouTube in EFL and ESL classes

The popularity of using new technology, namely YouTube videos, in classes learning a foreign language is on the rise nowadays. In order to establish an effective and creative environment for language learners, students and teachers alike use online videos. Moreover, it makes the learning process in ESL (English as a Second Language) and EFL (English as a Foreign Language) classes more enjoyable for everyone (Duffy, 2008). Therefore, the basic point of departure for this essay is to show how YouTube can be used as an effective language learning tool. First, the different methods how students and teachers can use YouTube videos successfully to develop language skills will be presented. Moreover, the issue of what kind of videos are useful for learners will also be touched upon. Finally, conclusions about the advantages and possible disadvantages of YouTube will be drawn.

There are several alternatives available for students and teachers to make use of YouTube inside and outside the class in order to develop students’ language skills. First of all, teachers can set assignments that require their pupils to use online videos outside the class: preparing presentations in a particular language about a video’s main plot, trying to make sense of song lyrics as it motivates them to use the language they are currently learning, or asking them to summarise the content of online news videos. Moreover, it is suggested by Terantino (2011) that students should even record themselves giving presentations in a foreign language and then post the film on YouTube for later class evaluation. According to Bardine et al. (2011), students can also make a vocabulary list for particularly challenging and demanding words or phrases found in the YouTube videos.

Videos can also be shown in classes by the teacher who may help discuss the main ideas together with the students (Trier, 2007). For example, they can be used to demonstrate different communication styles and methods in a course about communication, or videos of Barack Obama giving speeches can be observed in a presentation skills courses. Thus, teachers can develop their students’ comprehension skills and broaden their vocabulary, as well as practice grammar and pronunciation. In addition, YouTube videos offer teachers the opportunity to further motivate students, demonstrate different points of view, and affect the process of foreign language learning. Teachers can also select a video from the site and press “pause” so that students have to try and make suggestions for what the possible outcomes are. Moreover, watching videos in class is invaluable for students practising new vocabulary and grammar. Afterwards, an evaluation can follow where students and the teacher together discuss what the pupils understood and what they did not, and what the most interesting information was for them (Bardine, Ghasemi, & Hashemi, 2011).

Regarding types of videos, according to Bardine et al. (2011), there are two kinds of YouTube videos that teachers and students could find useful in language learning classes. First, the kinds of videos that are recorded and uploaded by language teachers. These revolve around a particular subject or grammar section. These are extremely useful for beginners and higher-level language learners because many of these videos are uploaded by people whose mother tongue is the language students are trying to acquire. The other kinds of videos are uploaded by people whose mother tongue is the language students are learning. Some of these videos are very amusing; therefore, learners do not feel like they are studying when they are watching them. These kinds of videos are highly useful for students on an advanced level, since they provide a more specialised vocabulary, advanced grammar, and new phrases and idioms.

Furthermore, the most important advantage of using YouTube in language learning classes is that the videos contain the everyday language that native speakers use; thus, it gives an accurate picture about often used phrases, grammar, vocabulary, and pronunciation. In addition, learners can get acquainted with accents which can have a major influence on their own accents and pronunciations (Bardine et al. 2011). However, one of the main disadvantages of using YouTube videos in ESL or EFL classes is that people in the videos tend to speak unintelligibly (Godwin-Jones, 2007). Moreover, if the video is of poor quality, made regardless of the lighting or sound quality, the result can be the exact opposite of what was originally intended (Bardine, Ghasemi, & Hashemi, 2011). Furthermore, it is very easy to be distracted by other videos on YouTube and spend hours watching cute kittens wearing hats.

In conclusion, it cannot be denied that YouTube is an entertaining and extremely useful site for language learners to improve their language skills without acknowledging that they are, in fact, engaged in serious learning. After class, students are more likely to remember what they have previously heard or learnt (Terantino, 2011). Therefore, it is little wonder that both teachers and students are keen on using YouTube all around the world.

References

Bardine, S. H., Ghasemi, B., & Hashemi, M. (2011). UTube and language learning. Social and Behavioural Sciences, 28, 63-67.

Duffy, P. (2008). Engaging the YouTube Google-eyed generation: strategies for using web 2.0 in teaching and learning. The Electronic Journal of E-learning, 6(2), 119-130.

Godwin-Jones, R. (2007). Emerging technologies; Digital video update: YouTube, Flash, High-Definition. Language Learning and Technology, 11(1), 16-21.

Terantino, J. M. (2011). Emerging technologies; YouTube for foreign languages: you have to see this video. Language Learning and Technology, 15(1), 10-16.

Trier, J. (2007). “Cool” engagements with YouTube: part 2. Journal of Adolescent and Adult Literacy, 50(7), 598-603.