The use of YouTube videos to enhance students’ pronunciation accuracy
DOI:
https://doi.org/10.65431/jrell.v1i1.7Keywords:
English language learners, pronunciation accuracy, YouTube-based learningAbstract
This study addresses the critical role of pronunciation in effective English communication, emphasizing the need for innovative and engaging instructional methods beyond traditional drills. While existing research highlights the benefits of digital media, particularly YouTube, for language learning, there remains limited understanding of how learners actively engage with YouTube content specifically for pronunciation improvement. Current studies often focus on performance outcomes or general attitudes, neglecting detailed insights into learners’ strategies and perceptions during their interaction with such media. This research aims to explore how students utilize YouTube videos to enhance their pronunciation accuracy, emphasizing learner autonomy and active engagement. Employing a qualitative, case study design, the study involved 15 undergraduate students enrolled in an English language education program at a university in Indonesia. Data were collected through semi-structured interviews and reflective learning journals over a six-week period, allowing participants to document their experiences, usage patterns, and perceived progress. Thematic analysis was used to interpret the data, facilitating an in-depth understanding of the strategies and cognitive processes involved. Key findings reveal that students actively employ various self-directed techniques such as repetition, shadowing, mimicry, and the use of subtitles to improve pronunciation. They engage multisensorily by combining visual, auditory, and reflective strategies, which foster autonomous learning and motivation. The study underscores the importance of integrating YouTube in pronunciation teaching to promote learner-centered approaches and enhance phonological awareness. The implications suggest that language educators should guide students in effective digital strategies and incorporate multimedia resources into their pedagogical practices. Overall, this research contributes to the understanding of learner engagement with digital media and offers practical insights for optimizing pronunciation instruction using YouTube.
References
Abidin, Z. and Ngadiman, A. (2021). The effect of YouTube on speaking ability of senior high students. Magister Scientiae, 49(2), 146-155. https://doi.org/10.33508/mgs.v49i2.3401
Amzah, M. (2023). The students’ perceptions in using YouTube as media to enrich English speaking skill. Ideas Journal on English Language Teaching and Learning Linguistics and Literature, 10(2), 2151-2156. https://doi.org/10.24256/ideas.v10i2.3051
Assalamah, T., Hilza, I., & Wafiroh, L. (2024). Students' attitudes toward the use of edtech as a powerful pronunciation learning tool in EFL. International Journal of Education Language Literature Arts Culture and Social Humanities, 2(3), 161-177. https://doi.org/10.59024/ijellacush.v2i3.973
Assauri, M., Haerazi, H., Sandiarsa, K., & Pramoolsook, I. (2022). Exploring English teachers’ perception on the teaching of using story telling viewed from phonology awareness to improve students’ speaking skills amid covid-19 pandemic. Journal of Language and Literature Studies, 2(2), 99-108. https://doi.org/10.36312/jolls.v2i2.615
Bahari, A. (2022). Teacher identity in technology-assisted language learning: challenges and affordances. E-Learning and Digital Media, 19(4), 396-420. https://doi.org/10.1177/20427530221092855
Fitria, T. (2022). Utilizing text-to-speech technology: natural reader in teaching pronunciation. JETLEE Journal of English Language Teaching Linguistics and Literature, 2(2), 70-78. https://doi.org/10.47766/jetlee.v2i2.312
Hamid, F., Rinawati, D., Mahrudin, M., Husna, N., Hidayat, D., & Mursyid, A. (2022). Teaching strategies in EFL hybrid classroom: A case study in a junior high school. Ideas Journal on English Language Teaching and Learning Linguistics and Literature, 10(1), 135-151. https://doi.org/10.24256/ideas.v10i1.2522
Hasanah, M., & Wahono, S. (2022). Watching English native speakers’ YouTube channel to improve students’ pronunciation ability. Journal of Language Intelligence and Culture, 4(1), 15-32. https://doi.org/10.35719/jlic.v4i1.77
Işık, T., & Balçıkanlı, C. (2020). EFL teachers’ autonomy supportive practices for out-of-class language learning. IAFOR Journal of Education, 8(4), 63-78. https://doi.org/10.22492/ije.8.4.04
Ivanovska, L. (2021). The efficiency of media in teaching ESL listening skills. Horizons-International Scientific Journal, 29(2), 179-189. https://doi.org/10.20544/horizons.a.29.2.21.p15
Kamal, A. (2023). Higher students' anxiety level and factor in writing essays through google docs. Seltics Journal Scope of English Language Teaching Literature and Linguistics, 6(1), 1-11. https://doi.org/10.46918/seltics.v6i1.1742
Karim, S., Ramli, R., Rusmanto, G., Fadhila, R., Alamsyah, D., & Putra, M. (2023). Exploring EFL students' views on using YouTube videos for improving listening skills in English. English Review Journal of English Education, 11(3), 757-766. https://doi.org/10.25134/erjee.v11i3.7763
Khasanah, M., & Lestiyanawati, R. (2024). The influence of digital literacy by utilizing YouTube toward students’ speaking ability. Journal of Language Intelligence and Culture, 6(2), 153-164. https://doi.org/10.35719/jlic.v6i2.136
Köroğlu, Z. (2021). Using digital formative assessment to evaluate EFL learners’ English speaking skills. Gist Education and Learning Research Journal, (22), 103-123. https://doi.org/10.26817/16925777.1001
Makmuroh, U. (2021). Digital training of Kineaster application for learning video: perspectives from kindergarten school teachers. International Journal of Research in Education, 1(2). https://doi.org/10.26877/ijre.v1i2.8612
Manihuruk, L., & Nababan, I. (2022). The implementation usage of YouTube media on listening ability of English students during the covid-19 pandemic. International Journal of Multidisciplinary Applied Business and Education Research, 3(12), 2699-2707. https://doi.org/10.11594/ijmaber.03.12.22
Martin, S., Valdivia, I., & Espasa, A. (2022). Video feedback and foreign language anxiety in online pronunciation tasks. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00324-y
Noprival, N., Alfian, A., Soma, R., Rozelin, D., & Muttaqin, W. (2023). Language learning strategies used by Indonesian pharmacy students beyond the classroom. SALEE: Study of Applied Linguistics and English Education, 4(1), 201-212. https://doi.org/10.35961/salee.v4i1.591
Novitasari, L. (2023). Learning English pronunciation through social media TikTok account. Education and Human Development Journal, 8(1), 82-92. https://doi.org/10.33086/ehdj.v8i1.4029
Rahayu, E., & Mabruroh, M. (2023). The improving student’s speaking achievement by using YouTube media on new normal era. Borneo Educational Journal (BORJU), 5(2), 181-191. https://doi.org/10.24903/bej.v5i2.1305
Rahila, C., Batubara, M., & Marlina, M. (2023). The influence of YouTube on listening skills. Journal of Linguistics Literature and Language Teaching (JLLLT), 3(1), 1-7. https://doi.org/10.37249/jlllt.v3i1.507
Ramadhani, G. and Samsi, Y. (2023). EFL junior high school students’ perception towards using YouTube in learning process of English listening skills. Edusaintek Jurnal Pendidikan Sains dan Teknologi, 11(1), 351-366. https://doi.org/10.47668/edusaintek.v11i1.970
Refat, N., Rahman, M., Asyhari, A., Hafizoah, K., Kurniawan, I., & Rahman, M. (2020). Matt: A mobile assisted tense tool for flexible m-grammar learning based on cloud-fog-edge collaborative networking. IEEE Access, 8, 66074-66084. https://doi.org/10.1109/access.2020.2983310
Senowarsito, S., & Ardini, S. (2023). The use of artificial intelligence to promote autonomous pronunciation learning: Segmental and suprasegmental features perspective. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 8(2), 133. https://doi.org/10.21093/ijeltal.v8i2.1452
Silveira, R., Zanchet, C., & Pereira, M. (2022). Affordances of digital technology for English pronunciation teaching. Veredas - Revista De Estudos Linguísticos, 26(2). https://doi.org/10.34019/1982-2243.2022.v26.38449
Simanjuntak, U., Silalahi, D., Sihombing, P., & Purba, L. (2021). Students’ perceptions of using youtube as english online learning media during covid-19 pandemic. Journal of Languages and Language Teaching, 9(2), 150. https://doi.org/10.33394/jollt.v9i2.3567
Sugiarto, V., Listyani, L., & Kurniawan, A. (2021). Senior high school second-grade language students’ perceptions on the use of YouTube videos. E-Structural, 4(2), 99-114. https://doi.org/10.33633/es.v4i02.4578
Syafiq, A., Rahmawati, A., Anwari, A., & Oktaviana, T. (2021). Increasing speaking skill through YouTube video as English learning material during online learning in pandemic covid-19. Elsya Journal of English Language Studies, 3(1), 50-55. https://doi.org/10.31849/elsya.v3i1.6206
Wahyuningsih, S., & Ni'mah, I. (2023). Building self-confidence in English public speaking through YouTube? why not?. Scope Journal of English Language Teaching, 7(2), 287. https://doi.org/10.30998/scope.v7i2.16198
Widodo, A. (2022). Promoting higher-order thinking skills (HOTS) for young learners in a bilingual classroom. International Journal of Business Humanities Education and Social Sciences (IJBHES), 4(2), 96-102. https://doi.org/10.46923/ijbhes.v4i2.208
Yaacob, Z., & Saad, N. (2020). Acceptance of YouTube as a learning platform during the covid-19 pandemic: The moderating effect of subscription status. Tem Journal, 1732-1739. https://doi.org/10.18421/tem94-54
Yeganehpour, P., & Zarfsaz, E. (2021). The effect of mobile-facilitated concept-mapping vocabulary learning strategy on EFL learners' vocabulary learning and retention. Universal Journal of Educational Research, 9(3), 621-629. https://doi.org/10.13189/ujer.2021.090321
Yuhariah, F. and Syafryadin, S. (2023). Students' perception on the use of YouTube song lyrics for learning English. Journal of Languages and Language Teaching, 11(2), 318. https://doi.org/10.33394/jollt.v11i2.6785
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Research in English Language Teaching and Linguistics
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
