CALL - ARTICLE REVIEW

Teaching EFL to the iGeneration: A Survey of Using  Youtube as Supplementary Material with College EFL Students in Taiwan.

By: Brent Kelsen (bkelsen@hotmail.com)

From: Yuan Ze University, Taiwan

Sources from: ISSN 1442-438X CALL-EJ Online, Vol. 10, No. 2, February 2009

Link to the article

http://callej.org/journal/10-2/kelsen.html 

Summary

This research (survey) aims to discover the possible benefits that technological advancements, in this case Youtube, may offer in teaching and learning of the English language should it be introduced as a supplementary material in classes. The samples for the research (survey) were from two sophomore conversation classes at a private university in northern Taiwan. These samples, 69 in total, were all chemistry majors from the Department of Chemical Engineering, spoke Mandarin as their first language and ranged from 19-21 years of age. This course was their only English language course of the semester. The methodology used to carry out this research (survey) was through questionnaires. A simple questionnaire regarding gender, access to computers and experiences using Youtube prior to the course were distributed to the samples on the first day of the course. Throughout the semester, material from the YouTube website was used to supplement the course textbook. On the last day of the course, the samples were given a questionnaire once again to gauge the outcome of the survey. The finding of the research (survey) indicates that the samples found the usage of YouTube to study English as interesting, relevant and also beneficial. However, the samples were not in favor of it being motivating within as well as outside of the classroom. 

 

(214 words)

 

Reflection

 

In my honest opinion, I am thoroughly interested and impressed by this research (survey). I have come across numerous researches on the usage of technology in second or foreign language teaching and learning but none ever mentioned the usage of YouTube as a supplementary material. I find the idea of using a website that is immensely popular as a tool to assist language learning very engaging and stimulating. I dare say that students from all walks of life have access to YouTube – well, apart from those who aren’t fortunate to have internet connection or just plainly don’t find YouTube worth their time. Nonetheless, students are naturally attracted to this website because of its entertainment value and not to mention how convenient it is. So, why not take advantage of these “natural” and “coincidental” occurrences to engage students in the teaching and learning of the English language? It may seem a little vague and of the chart but it does coincide with the notion that English must be taught in various techniques. It not only ensures students’ attention but also captivates them to enjoy the language itself.

             

Yes, generally speaking, I find that the research was conducted rather well. If I had to point out certain dissatisfaction or doubts on the methodology of the research, then I would have to point out the simplicity of the methodology. For a research that is qualitative in nature, the usage of mere questionnaires as a means to measure any possible outcome is not thoroughly convincing. In some ways, it does seem rather superficial but then again, that may be intention of the researcher: to maintain a simple method of obtaining data. If I were to suggest one alternative to improve on the research, it would be to add on an experimental nature to the research. A comparison could be done between two different groups that use the same materials but one group lacks the supplementary of YouTube. This idea comes from reading the researcher’s limitation and future study.

             

The implications of the research in the teaching and learning of ESL in Malaysian context would be very unpredictable. I say that it is unpredictable because we can never truly determine the worth of a system if it isn’t tested out. However, should I take on an optimistic point of view; I would say that this research can produce very promising implications. First and foremost, our students find the teaching and learning of the English language as a “tedious and boring” process. Educators struggle just to maintain their students’ focus in class. But when you mention YouTube, students can spend hours upon hours on it. Their eyes are literally glued to the screen. If YouTube is incorporated into the teaching and learning session, students could possibly be more interested in the English lessons. Secondly, we try to teach our students authentic usage of English. YouTube can offer authenticity of the English language. It also will expose students to the worldly usage of the English language. Not to mention that a variety of vocabulary would definitely stem up just by the usage of YouTube alone. All these that I mentioned are in line with the nation’s vision of ensuring students are technology competent and have a worldly vision. Of course, there are a lot of downfalls to the usage of YouTube in teaching and learning such as the misuse of the website, wasting time and so on. But all these are preventable with the proper measures. After coming across this research, I personally believe that YouTube can actually be a very helpful tool in assisting the teaching and learning of the English language. Why put it to our advantage something that is popular among the masses, undeniably convenient to those capable and not to mention desirable among many? English in certain ways needs variety. YouTube offers variety and more: vocabulary (documentaries), grammar, pronunciation (BBC) and so on. Killing two birds with one stone? Make that several birds with one click.

(663 words)