Stories on YouTube: Can This Be an Effective Learning Tool to Improve Listening and Reading Comprehension Skills?

Abstract

Use of online learning opportunities among language teachers and learners has become one of the commonly utilized tools as they provide effective means (convenient, accessible, authentic and sometimes free) to learn a foreign language. Research shows that online learning opportunities, particularly YouTube – a popular video sharing and viewing platform creates more meaningful and independent learning environment (e.g. Alhamami, 2013; Benson, 2015; Lacy, 2008). This research reports on how two English language lecturers at a Mongolian University used stories available free of charge on YouTube to help students improve their listening and transfer of skills such as pronunciation, reading comprehension, note taking and speaking. The two lecturers took their students’ desire to learn English on YouTube and developed learning tasks to do independently outside the classroom. The research project was implemented for a period of one year among first year English as a foreign language students. The study results show that when learning content is easily accessible (ability to listen outside the classroom, on their phones, when traveling and walking etc.) and when there is a genuine desire to listen to an interesting story of their choice, students are more likely to effectively work on the learning tasks associated with the stories which in turn helped them to develop their language skills efficiently. However, limited access to WiFi or Internet, not seeking available support to execute the task were seen as issues to develop the skills and independent learning style, despite a strong desire to learn English using YouTube.



Author Information
Narangerel Tsedendamba, Mongolian National University of Education, Mongolia
Otgonsuren Gungaarentsen, Mongolian National University of Education, Mongolia

Paper Information
Conference: IICEHawaii2021
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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Posted by amp21