A Teacher's Implementation and Perception of Using YouTube Videos for Teaching Listening in EFL Context
DOI:
https://doi.org/10.59945/jpnm.v4i4.1703Keywords:
YouTube Videos, EFL Listening Instruction, Teaching Listening, Teacher’s Perceptions, Qualitative Case StudyAbstract
This study aims to describe the implementation of YouTube as an instructional medium for teaching listening and to explore teachers’ perceptions of its use in an EFL senior high school context. Employing a qualitative case study design, the research was conducted with an English teacher at a public senior high school in Surabaya who consistently integrates YouTube into listening activities. The data were collected through classroom observations and semi-structured interviews, and the data were analyzed through categorization and thematic organization. The findings reveal instruction: pre-listening, while-listening, and post-listening, supported by YouTube features such as subtitles, playback speed, pause, replay, and relevant authentic content selection. The teacher believes that YouTube is a medium that can enhance comprehension and interest, and can also increase student participation, though there are some obstacles, such as the internet, classroom discipline, and different teachers’ and students’ accents, that can hinder the use of this medium. Overall, YouTube features provide flexibility and greater learner control, contributing to improved listening experiences. This research shows that there is a demand for teacher training that focuses on the use of digital media in the EFL classroom.
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