Utilizing_youtube_comprehension_thai_Chapter2_Part15.docx - The findings indicated that the combination of sounds and pictures from YouTube can enhance

Utilizing_youtube_comprehension_thai_Chapter2_Part15.docx -...

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The findings indicated that the combination of sounds and pictures from YouTube can enhance the process of learning, while making it enjoyable and entertaining. Therefore, YouTube should be considered as one of the effective instructional tools for enhancing EFL college student learning, as well as considered an important teaching instrument to be used in English reading classrooms. Within the context of EFL reading comprehension acquisition, YouTube gives a lot of benefits to both teachers and students. For students, using YouTube can increase vocabulary (Hakim, 2016; Jafre, Rezaee, Abdullah, & Singh, 2011; Kabooha & Elyas, 2015), which helps students to understand the lessons better (Almurashi, 2016; BuzzettoMore, 2012). YouTube also increases students’ motivation (Alm, 2006; Chen, 2013; Fleck, Beckman, Sterns & Hussey, 2014; Alhaj & Banfi, 2015; Bravo, Amante, Simo, Enache & Fernandez, 2009; Malhiwsky, 2010). It provides authentic materials (Chhabra, 2012; Kelsen, 2009; Malhiwsky, 2010; Mayora, 2009; Pong, 2010; Watkins & Wilkins, 2011; Brook, 2011; Oddone, 2011) to help students to become involved in real life situations and trains students to think critically (Balan, 2012; June, Yaacob & Kheng, 2014). Besides, YouTub not only enhances students’ reading comprehension skills but also develops their listening skills (Boutkhil, Chellali & Ibtissam, 2015). It promotes a learning style that is more autonomous and learner-centered (Brook, 2011; Dieu, Campbell & Ammann, 2006; Jones & Cuthrell, 2011) as well as providing students with a chance to involve meaningfully in the target language (Terantino, 2011) and feel more comfortable. As a whole, YouTube offers the students a new way to practice and immerse themselves in the learning process (Alwehaibi, 2015; Baniabdelrahman, 2013; Fee & Budde-Sung, 2014).
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