The Impact Of Using Youtube On Improving EFL Undergraduate Speaking Skills In Jordan

Abstract

English proficiency, especially speaking skills, is crucial for academic and professional success in Jordan. However, many undergraduates struggle with fluency, particularly those majoring in English Language and Literature (ELL). Traditional teaching methods in Jordan emphasize exam preparation over practical language use, leading to superficial knowledge acquisition. This study investigates the effectiveness of YouTube in improving the speaking skills of Jordanian EFL undergraduates. Employing a mixed-methods approach with a quasi-experimental design, the study evaluated the effectiveness of YouTube as a tool for enhancing pronunciation, vocabulary, grammar, and fluency. Ninety-three participants were divided into experimental and control groups, with the former undergoing a 16-week YouTube program and the latter continuing traditional methods. Quantitative results showed significant improvements in the experimental group's speaking skills across all assessed areas, while the control group exhibited only modest gains. Qualitative analysis from semi-structured interviews revealed themes related to YouTube's effectiveness, its benefits in engagement and learning, challenges such as content relevance and distractions, and comparisons with traditional methods. The findings suggest that YouTube is a valuable supplement to traditional teaching, significantly enhancing speaking skills among Jordanian EFL undergraduates, though careful implementation with curated content and instructional support is crucial. Future research should investigate broader applications and long-term impacts in diverse educational settings.