The Use of YouTube in Enhancing Speaking proficiency Among Jordanian EFL Students

Abstract

Digital technology has proven to be an effective tool in teaching and learning the English language. However, using YouTube in promoting speaking skills has not b een scrutinised sufficiently in Jordan. Therefore, the current research aims first to investigate EFL teachers’ perceptions of utilizing YouTube to promote students’ speaking skills. Second, teachers’ attitudes towards YouTube. Third, the ways of using YouTube in the language classroom. A fully quantitative research design was used to frame the study. A mix-method research design was adopted to collect the data from the teachers. The sample of the study included 30 EFL instructors for the quantitative part and 6 teachers for semistructured interviews from the secondary stage in Amman, Jordan. The results showed that teachers posit a high level of attitudes towards YouTube as a highly beneficial teaching instrument for students’ learning process, decrease the students’ anxiety, retain attention for a long time and learn faster, and increase their motivation. Moreover, the results showed that YouTube could be utilised in several ways i.e. pose questions and give answers, give descriptions about watched videos or discuss them. YouTube enhances students’ interaction in the classroom and eventually enhances their pronunciation. The qualitative results revealed three themes: Improving cross-cultural sensitivity, building content knowledge and skills in the English language, and Refining an understanding of English as a global language. It is recommended that YouTube should be used as an integral instructive tool in EFL classes.