ELT Think Tank Home › Forums › PD Articles › PD Article – The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers – Written by Raniah Kabooha and Tariq Elyas
Tatiana GomezKeymasterJanuary 25, 2018 at 6:52 pmPost count: 57
When using micro-learning experiences to acquire new skills as a teacher, it’s essential that we not only learn new concepts on teaching and apply them, but that we reflect upon its application and analyze how we can further help our students’ learning process.
Share your experience throughout this Think Tank by following this model. You don’t have to do this in just one sitting, take your time, reflect and share.
Before you begin:
Let us know you’re going to participate in this discussion. Introduce yourself and let us know your expectations of this chapter just by reading the description that was extracted from the website cited below and answer these questions:
- Introduce yourself and your goal for this Think Tank. Be sure to write a SMART Goal.
- The authors take into consideration the following three questions. Let us know your answers to these questions before you begin to read.
- To what extent does the use of YouTube in EFL classes improve the vocabulary comprehension and retention of students?
- How do the students view the use of YouTube in their class as a tool to enhance their vocabulary learning?
- How do the teachers perceive the use of YouTube as a tool to improve students’ vocabulary learning?
The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and TeachersRaniah Kabooha, Tariq Elyas
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.
Extracted from: http://www.ccsenet.org/journal/index.php/elt/article/view/72929
Now, download the article and take notes of the parts that most caught your attention. Let us know what you thought by answering the following questions.
After you read:
- Do the findings in this article reflect your classroom? Why or why not?
- After reading, describe how you will use YouTube in your classroom.
- What else have you read on this topic?
- Share one idea on how you use YouTube to teach vocabulary.
Now, apply the PTRL (Plan – Teach – Reflect – Learn) model to continue improving your pronunciation teaching competencies. You will now apply what you’ve learned in your lesson planning and share your experience with fellow teachers by following these indications:
Tell us your goals for this lesson and share your lesson plan. You can upload your sample lesson plans in this Google Drive folder.
Now, it’s time to think about your lesson. Read the questions below and take time to reflect on a personal level your answers. Then write one comprehensive answer where you focus on the most relevant ideas and thoughts you’ve come up with.
- How did my students respond to that lesson?
- Was there meaningful student involvement?
- What aspects of the class were positive? Negative?
- Are my students willing to take risks?
- What evidence is there of students learning?
- Are my students working cooperatively with others?
- Was I giving enough wait time?
- What should I do differently tomorrow?
Share with us one lesson you’ve learned from teaching while using these strategies and how they can further improve your teacher quality.
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