Youtube As A Resource In Facilitating Esl Teaching And Learning Experiences

Due to the challenging nature of teaching English as second language (ESL) learners, ESL instructors are constantly looking for fresh idea and innovative teaching materials as one of the means to enhance the teaching and learning. In harmony with today’s technology driven world, the incorporation of video into the lessons is one of the instances. As the leading and web’s largest video sharing website, YouTube is increasingly being used by ESL instructors as a pedagogical resource. In this research, an advocate of this practice was identified and her experience in using YouTube as a resource to facilitate ESL teaching and learning in a Malaysian higher learning institution context was explored. Since her ESL learners were also directly involved, their experiences of undergoing lessons which incorporated YouTube were discovered as well. Conducted in a full qualitative manner, the experiences were uncovered through a series of journal entries by the ESL instructor and seven of her learners as well as in-depth interviews with them. A number of classroom observations of the lessons were also carried out to further examine the implementation. Through thematic data analysis, the findings demonstrated the potential of YouTube incorporation in the lessons in fostering a creative, borderless and authentic ESL teaching and learning. Moreover, the impacts as perceived by the participants indicated the potential of its incorporation in enhancing the ESL learners’ language skills as well as the motivation in learning the language. Unexpectedly, the learners were found to learn not only content based knowledge yet also technological and life related skills. Furthermore, another unique finding is the continuous practice despite the challenges and difficulties faced by the participants. The drawbacks discovered in this very research, in a way, suggested rooms for improvements. The recommendations drawn from the conclusions and implications of the study would hopefully implicate the ESL pedagogical practice and future research positively

Youtube As A Resource In Facilitating Esl Teaching And Learning Experiences

Due to the challenging nature of teaching English as second language (ESL) learners, ESL instructors are constantly looking for fresh idea and innovative teaching materials as one of the means to enhance the teaching and learning. In harmony with today’s technology driven world, the incorporation of video into the lessons is one of the instances. As the leading and web’s largest video sharing website, YouTube is increasingly being used by ESL instructors as a pedagogical resource. In this research, an advocate of this practice was identified and her experience in using YouTube as a resource to facilitate ESL teaching and learning in a Malaysian higher learning institution context was explored. Since her ESL learners were also directly involved, their experiences of undergoing lessons which incorporated YouTube were discovered as well. Conducted in a full qualitative manner, the experiences were uncovered through a series of journal entries by the ESL instructor and seven of her learners as well as in-depth interviews with them. A number of classroom observations of the lessons were also carried out to further examine the implementation. Through thematic data analysis, the findings demonstrated the potential of YouTube incorporation in the lessons in fostering a creative, borderless and authentic ESL teaching and learning. Moreover, the impacts as perceived by the participants indicated the potential of its incorporation in enhancing the ESL learners’ language skills as well as the motivation in learning the language. Unexpectedly, the learners were found to learn not only content based knowledge yet also technological and life related skills. Furthermore, another unique finding is the continuous practice despite the challenges and difficulties faced by the participants. The drawbacks discovered in this very research, in a way, suggested rooms for improvements. The recommendations drawn from the conclusions and implications of the study would hopefully implicate the ESL pedagogical practice and future research positively

Factors Influencing Mobile Assisted English Learning Among Malaysian Undergraduates: The Mediating Role Of Self Regulated Learning

The widespread ownership and use of mobile devices among Malaysian undergraduates is expected to enable them to self-direct their English learning, which is in line with the government’s aspiration to produce autonomous English learners. However, the motivations behind their mobile assisted English learning (MAEL) are unclear due to limited studies in this area. Thus, addressing the gap, this study integrated the Unified Theory of Acceptance and Use of Technology (UTAUT) and Social Cognitive Theory (SCT) to investigate the factors that influence such MAEL behaviour. More specifically, through the integrated theoretical framework, the internal factors (i.e., performance expectancy, effort expectancy, and mobile self-efficacy) and external factors (i.e., social influence and facilitating resources) were proposed to influence Malaysian undergraduates’ MAEL use decisions through the mediating effect of self-regulated learning (SRL). Data were collected by employing a cross-sectional survey using an online Google-based questionnaire in which a number of 400 Malaysian ESL undergraduates identified to practise MAEL were purposively sampled from five public universities in Malaysia

YouTube as a Platform for an Online Dialogic ESL Teaching and Learning / Anis Shaari and Berlian Nur Morat

Having the ability to communicate has been such a crucial aim in the teaching and learning of ESL. Nevertheless, in reaching the target, the ESL context has encountered various issues concerning individual differences. These include learners’ personalities, motivation as well as learning styles and strategies. Questions have emerged whether the introverts and the less motivated ESL learners really learn the language, particularly in terms of the ability to communicate using English. It is therefore seen that having a dialogic teaching and learning pedagogical method, which caters to learners’ variety is highly required. Being in a technology- equipped epoch, YouTube has been discovered to be such a possible tool to aid learners’ dialogic ability. This paper provides an insight on how YouTube could possibly contribute to the enhancement of the ESL teaching and learning hence produce more learners with communicative skill. It therefore discusses how YouTube may be utilized albeit the challenges faced, in the Malaysian ESL teaching and learning context