Islamic Emarat of Afghanistan

Ministry of higher Education

Takhar university
Literature faculty
English department

Impact of YouTube and Podcast on EFL learners Listening, Speaking and

Vocabulary Proficiency at Takhar university

Advisor: Pohaniar Aminuddin”Hashemi”

Researcher: Mohammad Naser Saheb Zadeh

Department: English
Year: 2024/1403
Table of Content

Acknowledgment……………………………………………….............................................................. 1
Abstract ............................................................................................................................. 2
Chapter One: Introduction ................................................................................................ 3
Purpose of Study .............................................................................................................. 4
Research Problem ............................................................................................................ 4
Significance of the Study .................................................................................................. 5
Research Objectives ......................................................................................................... 5
Questions ......................................................................................................................... 5
Research Hypotheses ...................................................................................................... 6
Chapter Two: Literature Review ......................................................................................... 7
YouTube and Video Podcasts ........................................................................................... 7
Speaking Skills ................................................................................................................. 8
The Efficacy of YouTube in Enhancing Speaking Skills ..................................................... 9
Listening Skills in Second Language Acquisition ............................................................ 10
Vocabulary Acquisition ................................................................................................. 11
Chapter Three: Methodology ........................................................................................... 12
Research Method ......................................................................................................... 12
Research Design ........................................................................................................... 13
Participants .................................................................................................................. 14
Instrument .................................................................................................................... 15
Data Collection Process ................................................................................................ 16
Data Analysis ................................................................................................................ 17
Chapter Four: Results and Discussion .............................................................................. 18
Impact of YouTube on Listening ..................................................................................... 18
Impact of Podcasts on Speaking .................................................................................... 19
- Impact on Vocabulary Acquisition ................................................................................ 20
Chapter Five: Conclusion …………………………………………………………....................................... 21
Summary of Findings ...................................................................................................... 22
Limitations of the Study ................................................................................................. 23
Suggestions for Future Research .................................................................................... 24
References ......................................................................................................................... 25

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 Acknowledgment:

I would like to express my deepest gratitude to all those who contributed to the completion of
this research. First and foremost, I extend my sincere thanks to my advisor, [Advisor’s Name],
whose expertise, guidance, and constant encouragement were instrumental in shaping the
direction of this study. Their insightful feedback and dedication to helping me refine my research
were invaluable throughout the entire process. I am also deeply appreciative of the faculty
members of the English Department at Takhar University, particularly those who provided
feedback during the early stages of this research. Special thanks are due to the students of the
English Department who participated in the survey, without whom this research would not have
been possible. Their willingness to share their experiences and insights greatly enriched the
findings of this study.

On a personal note, I would like to thank my family and friends for their unwavering support
and patience. Their belief in me was a constant source of motivation during the challenging
moments of this research. I am also grateful to my colleagues for their camaraderie and
constructive discussions, which helped broaden my understanding of the subject. Finally, I
would like to acknowledge Takhar University for providing the necessary resources and facilities
to conduct this research. The university’s commitment to academic excellence and support for
student research played a significant role in the successful completion of this project.

II
 Abstract

This study explores the influence of YouTube and podcasts on enhancing the listening,
speaking, and vocabulary proficiency of EFL (English as a Foreign Language) learners at Takhar
University. With the widespread integration of digital media in education, platforms like
YouTube and podcasts have become valuable tools for language acquisition, offering learners
authentic and diverse linguistic content. To assess the impact of these platforms, a quantitative
survey was conducted among 100 male students enrolled in the English Department at Takhar
University. The survey evaluated the participants' perceptions of how YouTube and podcasts
contribute to the development of their language skills. The results revealed that YouTube
significantly enhanced listening comprehension by providing learners with exposure to various
accents, speech patterns, and conversational contexts, thereby improving their ability to
understand spoken English. Podcasts, on the other hand, were found to be highly effective in
improving speaking proficiency by offering models of fluent speech and facilitating better
pronunciation and intonation. Additionally, both platforms contributed to vocabulary acquisition,
with a majority of respondents agreeing that they learned new words and phrases in context
through these digital resources. These findings underscore the potential of YouTube and
podcasts as powerful supplementary tools in EFL education, supporting the notion that digital
platforms can play a crucial role in enhancing language proficiency when effectively integrated
into the learning process.

III
 Chapter One

Introduction

In recent years, digital platforms such as YouTube and podcasts have emerged as popular
resources for language learning, providing English as a Foreign Language (EFL) learners with
access to a vast array of authentic and engaging content. The increasing availability of language
learning materials on these platforms has sparked growing interest in understanding their impact
on EFL learners' language skills. This study seeks to investigate the influence of YouTube and
podcasts on EFL learners' listening, speaking, vocabulary acquisition, and grammar proficiency.
Additionally, the research explores potential variations in the impact of these resources based on
learners' proficiency levels and preferences. YouTube, in particular, has gained attention as a
valuable language learning tool due to its diverse range of content, which includes instructional
videos, authentic conversations, and dedicated language learning channels. Similarly, podcasts
offer EFL learners the opportunity to listen to natural speech patterns and engage with various
topics in English. Both platforms have the potential to provide learners with authentic language
input, opportunities for meaningful interaction, and exposure to diverse linguistic contexts
(Gromik, 2017). Despite this, the specific impact of YouTube and podcasts on EFL learners'
language skills remains an area requiring further empirical investigation.

Previous research has suggested that incorporating multimedia resources, such as YouTube
videos and podcasts, into language learning can positively influence listening comprehension
skills (Chun & Plass, 1996). Engaging with multimedia content may also enhance speaking
proficiency by providing models of fluent speech and opportunities for learners to practice
pronunciation and intonation (Chun & Plass, 1996). Additionally, exposure to varied vocabulary
and contextual usage through digital platforms has been shown to improve learners' lexical
knowledge (Stockwell, 2007). While these studies offer valuable insights, they primarily focus
on individual aspects of language acquisition, leaving gaps in understanding the comprehensive
impact of YouTube and podcasts across multiple language skills. Moreover, learners' proficiency
levels and preferences for specific types of content on YouTube and podcasts may influence the
effectiveness of these platforms in language learning. Understanding learners' attitudes and
preferences towards using digital platforms is crucial for optimizing the design and delivery of

1
language learning materials (Godwin-Jones, 2014). Investigating the differential impact of
various content types, such as instructional videos or language learning podcasts, can also
provide insights into the most effective ways to integrate YouTube and podcasts into language
education. In today’s globalized world, English has become the lingua franca of communication,
travel, and business. EFL learners are continuously seeking effective strategies to improve their
language skills, and online platforms have emerged as powerful tools for self-directed learning.
YouTube and podcasts, in particular, offer an extensive range of content that caters to diverse
interests, making language learning more engaging, accessible, and effective. Given this context,
this study aims to contribute to a deeper understanding of how these digital platforms can be
leveraged to enhance various aspects of EFL learners' language proficiency.

Purpose of Study
The purpose of this study is to investigate the impact of utilizing YouTube and podcasts on the
listening, speaking, and vocabulary proficiency of EFL (English as a Foreign Language) learners.
Through a comprehensive analysis, this research aims to explore how engagement with online
multimedia content influences the development and enhancement of language skills among EFL
learners. By examining the effects on listening comprehension, speaking fluency, and
vocabulary acquisition, the study seeks to provide insights into the effectiveness of integrating
YouTube videos and podcasts into language learning pedagogy. The findings of this research
endeavor to contribute to a deeper understanding of the role of digital media resources in
facilitating language acquisition and proficiency development in EFL contexts.
Research Problem
The rapid growth of digital media platforms such as YouTube and podcasts has revolutionized
language learning practices among EFL (English as a Foreign Language) learners. However, the
extent to which these platforms contribute to enhancing listening, speaking, and vocabulary
.proficiency needs systematic investigation
Problem Statement
Despite the increasing popularity of YouTube and podcasts as language learning tools among EFL
learners, there is a lack of comprehensive understanding regarding their effectiveness in improving
listening, speaking, and vocabulary skills in language acquisition contexts

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Significance of the Study
This study is significant as it provides empirical evidence on how YouTube and podcasts impact
EFL learners' listening, speaking, and vocabulary proficiency. By quantifying these effects, the
research offers valuable insights for educators and policymakers to optimize language learning
strategies and integrate effective digital tools into curricula, enhancing overall language
proficiency. The findings will contribute to the academic discourse on digital media in language
education, supporting evidence-based decision-making and future research.
Research Objectives
1. To assess the influence of YouTube videos on EFL learners' listening comprehension skills.
2. To investigate the effect of podcasts on the speaking proficiency of EFL learners.
3. To explore the relationship between YouTube videos, podcasts, and vocabulary acquisition
among EFL learners.
Research Questions
1. To what extent do YouTube videos contribute to EFL learners' listening comprehension skills?
2. What are the impacts of podcasts on abilities of EFL learners speaking?
3. What impact do YouTube videos and podcasts have on the vocabulary acquisition of EFL
learners?
Chapter two

2.1. YouTube and Video Podcasts

YouTube is a widely used platform that hosts a variety of content, including video blogs, short
original clips, and educational videos (Jalaluddin, 2016). It offers a vast repository of diverse
content accessible to anyone, providing opportunities for individuals to share personal
experiences and instructional materials (Kabooha & Elyas, 2015). For English as a Foreign
Language (EFL) students, YouTube is particularly valuable because it provides access to
authentic language use in natural contexts (Nurkholida, 2016). Educators can utilize YouTube to
assess students' listening and speaking skills through comprehension exercises, designing
questions based on video content to evaluate understanding (Watkins & Wilkins, 2011). This

3
flexibility makes YouTube a powerful tool for teaching all four English language skills (Styati,
2016).
The platform's popularity stems from its accessibility across smartphones and computers,
allowing users to view, comment, upload, and download videos without the need to sign up.
YouTube features content that exposes learners to various English accents and dialects, offering
EFL learners valuable exposure to both native and non-native English speakers (Wang & Chen,
2020). Beyond passive viewing, YouTube also enables students to enhance their speaking
proficiency by engaging in activities such as video-based assignments (Saiful, 2019). Video-
making on YouTube can further develop language proficiency, intercultural competence, and
technological skills, enriching both linguistic and cultural knowledge (Eisenlauer, 2020). Video
podcasts, a mobile learning tool combining audio and video playback, similarly provide
authentic language materials. These podcasts allow for flexible, self-paced learning and are often
integrated into educational settings as tools to enhance engagement and second-language
acquisition (Tseng & Yeh, 2019). Video podcasts promote multimodal literacy, exposing
learners to varied linguistic and cultural contexts, and align with Vygotsky's Social
Constructivism Theory by fostering collaborative learning (citation [46]).
2.2. Speaking Skills

Proficiency in speaking is a critical component of language acquisition, essential for effective

communication in English (Chaney & Burk, 1998). Speaking involves both verbal and nonverbal
symbols used to convey information, negotiate meaning, and express ideas (Romiszowski,
2016). The development of speaking skills depends on several key components: comprehension,
vocabulary, pronunciation, fluency, grammar, and intonation (Penny, 2006). These components
help learners articulate themselves effectively, ensuring smooth and accurate communication
(Gower, Philips & Walters, 2005). Fluency and pronunciation, in particular, are vital for learners
to express themselves confidently and without hesitation (Kline, 2001). Research shows that
learners need regular, focused practice to build proficiency in these areas, as well as the ability to
use appropriate vocabulary and grammar in their spoken interactions (Brown, 2001; Penny,
2006).

2.3. The Efficacy of YouTube in Enhancing Speaking Skills

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 Research has consistently demonstrated YouTube's effectiveness in improving students'
speaking abilities. The platform has been shown to enhance students' motivation and engagement
through the integration of videos into multimedia learning environments (Berk, 2009). Berk
emphasized the cognitive benefits of using video clips, which stimulate both hemispheres of the
brain, leading to improved retention and understanding (Sherman et al., 2016). Furthermore,
YouTube’s flexibility in addressing diverse learning styles makes it an effective tool for
language learners, capturing attention and promoting active participation (Berk, 2009). Studies
have shown that using YouTube for speaking practice improves students' intonation, stress
patterns, and grammatical accuracy (Qomar, 2016). Students report increased confidence and
fluency when using YouTube to practice their speaking skills (Alkathiri, 2019). Videos help
learners retain information, improve pronunciation, and develop fluency, making YouTube an
invaluable tool for language learning (Wagner, 2007). Research by Kurniawan (2019) and
Meinawati, Harmoko, and Ramah (2020) supports these findings, highlighting students’
perceptions of YouTube as a tool that facilitates smoother and more confident speech.

2.4. Listening Skills in Second Language Acquisition (L2)

Listening skills are critical for EFL learners, as they contribute to comprehension and
communication in real-life contexts. According to Rustam Shadiev (2022), exposure to authentic
language environments, whether familiar or unfamiliar, enhances learners' ability to understand
spoken language. Accurate pronunciation plays a crucial role in effective listening, as learners
must distinguish sounds and meanings to comprehend spoken language (Adams-Goertel, 2013).
Walker & Goodith (2017) outline several key abilities required for effective listening in EFL
contexts, including sound awareness, connecting sounds to language items, clarifying meaning,
processing information, and collaborating with speakers. Developing these skills requires
consistent exposure to authentic materials and active listening practices, which YouTube and
video podcasts readily provide.

2.5. Vocabulary Acquisition

Vocabulary acquisition is a fundamental challenge in second language learning, as recognized

by many researchers (Alimemaj, 2010; Rennie, 2012). Vocabulary proficiency is often identified

5
as a top priority for EFL learners and teachers alike (Alimemaj, 2010). Utilizing technological
tools like YouTube enhances students' ability to acquire and retain new vocabulary by providing
access to diverse, contextualized language materials (Nejati, 2010). Studies have demonstrated
that multimedia environments, such as YouTube, support effective vocabulary learning by
offering engaging, authentic content (Shoemaker, 2013; Njegomir, 2016). However, traditional
teaching methods, which rely heavily on textbooks, often underutilize these advanced
technological tools, particularly in regions like Libya (Alhmali, 2007; Musa et al., 2012).
Research conducted by Widiastuti (2011), Khalid and Muhammed (2012), and Alwehaibi (2015)
shows positive outcomes from integrating YouTube into educational settings, particularly in
terms of vocabulary mastery. These studies highlight YouTube's potential as a supplementary
educational tool, although further research is needed to explore its impact on secondary school
students' vocabulary acquisition.

In summary, the literature highlights the significant role that digital platforms like YouTube and
video podcasts play in enhancing EFL learners' language skills. YouTube, with its vast array of
authentic and engaging content, has proven effective in improving learners' listening
comprehension, speaking proficiency, and vocabulary acquisition. Similarly, video podcasts
offer opportunities for immersive learning experiences, fostering language development through
authentic materials and self-paced learning. While prior research underscores the benefits of
these platforms, further empirical studies are necessary to explore their full potential in diverse
educational contexts and to better understand their impact on different learner proficiency levels

Chapter Three
Methodology

3.1 Research Method

The researcher employed a quantitative method to collect data for this study, as the research
objectives and goals necessitate a quantitative approach. This method was essential to achieve
the intended outcomes of the study. Furthermore, the data collected were primary data, meaning

6
 that no secondary data or external information sources were used. The research relied solely on
newly gathered data specific to the selected area of study

3.2: Research Design:

This study utilized a cross-sectional survey design to gather quantitative data on EFL learners'
perceptions of the impact of YouTube and podcasts on their language skills. As the method for collecting
and preparing data for this monograph quantitative research, the design used for this study was a
survey. The objectives that are expected to be obtained, in light of the research questions posed
previously, necessitated conducting a survey and distributing questionnaires.

participants

The demographic characteristics of the participants from Takhar University are summarized in
Table 1. All 100 participants were male, representing 100% of the sample population. Regarding
age distribution, the majority of respondents were between the ages of 20 and 22 years (55%),
followed by 29% of participants in the 23-25 age group. A smaller portion of the sample (11%)
was in the 17-19 age range, and only 5% of participants were 26 years or older. These figures
reflect a balanced distribution across younger and mid-range ages, with 100% cumulative
participation. In terms of academic classification, 22% of respondents were freshmen, while
sophomores comprised 26% of the sample. Juniors made up 23%, and seniors were the largest
group at 29%. This distribution indicates broad representation across all academic levels,
reflecting the diversity of educational experience within the sample.

Table1: demographic profile of participants

Gender
Valid Frequency Percent Valid Cumulative
percent percent
Male 100 100.0 100.0 100.0
Age
17-19 11 11.0 11.0 11.0
20-22 55 55.0 55.0 66.0

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23-25 29 29.0 29.0 95.0
26-30+ 5 5.0 5.0
100.0

Total 100 100.0 100.0

Class
Freshman 22 22.0 22.0 22.0
Sophomore 26 26.0 26.0 48.0
Junior 23 23.0 23.0 71.0
Senior 29 29.0 29.0 100.0
Total 100 100.0 100.0

3.3.1 Instrument
The instrument for data collection in this research is a questionnaire that consists of five parts, with a
total of 26 questions. The first part focuses on the demographic profile of participants, gathering
information such as gender, age, and academic classification, as outlined earlier in the demographic
table. The second part comprises 10 items aimed at evaluating the contribution of YouTube videos to
EFL learners' listening comprehension skills. The third part contains 9 items assessing the impact of
podcasts on the speaking abilities of EFL learners. The fourth part, consisting of 5 items, examines the
combined impact of YouTube videos and podcasts on learners’ vocabulary acquisition. All 25 items in
these sections are based on a 4-point Likert scale, allowing respondents to express their level of
agreement, ranging from strongly disagree (1) to strongly agree (4)

Validity and Reliabilit : The researcher distributed a 26-item questionnaire to experts in the
English Department at Takhar University. The questionnaire was adapted from the works of
Brown & Lee (2015), Chen & Lin (2018), Hariri & Tahririan (2017), Zhang, Zhou, Briggs, &
Nunamaker Jr. (2006), Godwin-Jones (2015), and Reinhardt & Zander (2011). Prior to
distribution, the instrument was reviewed by a departmental supervisor, who provided
feedback. Based on these suggestions, revisions were made to address problematic items
before the final version was administered to participants.

Data collection process

8
 The data collection process involved the distribution of a survey questionnaire at Takhar
University. The researcher specifically targeted male students from the English Department. To
ensure a representative sample, 100 participants were randomly selected from four different
classes within the department. The researcher requested the selected participants to fill out the
questionnaire, which was thoroughly explained to them beforehand. Participants were given 20
minutes to complete the questionnaire. Upon collection, the completed questionnaires were
analyzed thematically to extract and interpret key patterns and insights.

3.4 Data Analysis

The quantitative data gathered from the completed questionnaires were analyzed using the
Statistical Package for the Social Sciences (SPSS) software. Descriptive statistics, including
means, frequencies, percentages, and valid percentages, were employed to summarize and
interpret the data.

Chapter Four

Table 2 presents the students' perceived impact of using YouTube and podcasts for improving
their listening, speaking, and vocabulary proficiency in English as a Foreign Language (EFL) at
Takhar University. Data was collected from 100 valid responses, with no missing data points.
The mean score for the impact of these digital resources was 3.42, indicating a positive effect,
with a standard deviation of 0.804, which shows moderate variation in students' perceptions. The

9
 range of scores extended from a minimum of 1 to a maximum of 4. These results suggest that
students generally found YouTube and podcasts to be beneficial in enhancing their language
skills, though individual responses varied.
Table 2: Students overall Impact of YouTube and Podcast on EFL learners Listening, Speaking
and Vocabulary Proficiency.
N/ Valid 100
Missing 0
Mean 3.42
S.D. 0.804
Minimum 1
Maximum 4

The data collected on the role of YouTube videos in enhancing EFL learners' listening
comprehension skills indicated a strong positive perception among the respondents. Specifically,
55.2% of the participants agreed that YouTube videos contributed to improving their listening
comprehension, while an additional 33.4% strongly agreed. In contrast, only 7.4% disagreed,
and 3.5% strongly disagreed. These findings demonstrate a significant inclination toward the
belief that YouTube videos serve as an effective tool for listening comprehension development
among EFL learners.
Table3: Contribution of YouTube videos in EFL learners' listening comprehension skills.
N items FREQUENCY
o AND
PRECENT
disagree Agree strongly Total
strongly disagree
disagre
e
1 Watching YouTube videos 7(7.0%) 1(1.0%) 56(56.0%) 36(36.0% 100(100%
have helped me improve ) )
my listening comprehension
skills.
2 YouTube videos have 3(3.0%) 8(8.0%) 49(49.0%) 40(40.0% 100(100%
increased my exposure to ) )
different accents and
speech patterns in English.
3 I feel more confident in my 3(3.0%) 8(8.0%) 49(49.0%) 40(40.0% (%)
ability to understand spoken )
English after watching
YouTube videos.

10
4 YouTube videos have 3(3.0%) 7(7.0%) 53(53.0%) 37(37.0% (%)
expanded my vocabulary )
and understanding of
English phrases.
5 I find it easier to follow 4(4.0%) 5(5.0%) 60(60.0%) 31(31.0% (%)
conversations in English )
after watching YouTube
videos.
6 YouTube videos have 5(5.0%) 7(7.0%) 58(58.0%) 30(30.0% (%)
helped me understand )
colloquial expressions and
idiomatic language in
English.
7 I have noticed an 3(3.0%) 8(8.0%) 60(60.0%) 29(29.0% (%)
improvement in my listening )
comprehension since I
started watching You Tube.
8 YouTube videos have 2(2.0%) 11(11.0% 54(54.0%) 33(33.0% (%)
enhanced my overall ) )
listening skills in English.
9 YouTube videos have 2(2.0%) 8(8.0%) 60(60.0%) 30(30.0% (%)
helped me practice listening )
to authentic English
conversations.
10 I enjoy using YouTube 3(3.0%) 11(11.0% 58(58.0%) 28(28.0% (%)
videos as a tool to enhance ) )
my listening comprehension
skills.

Regarding the impact of podcasts on learners' speaking abilities, the majority of respondents
expressed a favorable view. A total of 51.8% agreed that podcasts improved their speaking
skills, and 30.9% strongly agreed with this statement. Conversely, 8.9% of the participants
disagreed, and 6.4% strongly disagreed. The overall results suggest that the use of podcasts is
largely perceived as beneficial for enhancing speaking fluency and confidence in English
language learners, with only a minor percentage expressing opposing views.

11
 Table 4: impacts of podcasts on the abilities of EFL learners speaking.
N items FREQUENCY
o AND
PRECENT
disagree Agree strongly Total
strongly disagree
disagree
1 Listening to the podcasts have 6(6.0%) 13(13.0) 52(52.0% 29(29.0% (%)
improved my pronunciation and ) )
intonation in English.
2 Podcasts have provided me with 9(9.0%) 12(12.0% 58(58.0% 21(21.0% (%)
opportunities to practice speaking ) ) )
English in a natural setting.
3 I feel more confident in my ability 9(9.0%) 11(11.0% 60(60.0% 20(20.0% (%)
to express myself verbally after ) ) )
listening to podcasts.
4 Podcasts have expanded my 6(6.0%) 9(9.0%) 54(54.0% 31(31.0% (%)
vocabulary and improved my ) )
speaking fluency.
5 Listening to podcasts have helped 6(6.0%) 8(8.0%) 52(52.0% 34(34.0% (%)
me become more comfortable ) )
with conversational English.
6 Podcasts have exposed me to 6(6.0%) 10(10.0%) 51(51.0%) 33(33.0%) (%)
different speaking styles and accents
in English.
7 Podcasts have enhanced my ability 7(7.0%) 8(8.0%) 56(56.0%) 29(29.0%) (%)
to communicate effectively in
English.
8 Podcasts have helped me practice 8(8.0%) 7(7.0%) 49(49.0%) 36(36.0%) (%)
speaking English in a variety of
contexts.
9 Podcasts have provided me with 5(5.0%) 8(8.0%) 54(54.0%) 33(33.0%) (%)
models of fluent and natural English
speech.
The results related to the impact of YouTube videos and podcasts on vocabulary acquisition
also reflected a positive outlook among the respondents. A significant proportion of the
participants, 57.0%, agreed that these multimedia tools helped them expand their vocabulary,
while 36.8% strongly agreed. Only 5.2% disagreed, and 1.0% strongly disagreed. These
findings highlight the effectiveness of YouTube videos and podcasts as tools for vocabulary
development, suggesting that they play an important role in providing learners with diverse
vocabulary exposure in authentic contexts.

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 Table5: impacts of YouTube videos and podcasts on the vocabulary acquisition of EFL
learners.
No items FREQUENCY
AND
PRECENT
disagree Agree strongly Total
strongly disagree
disagree
1 Watching YouTube videos have helped 3(3.0%) 6(6.0%) 59(59.0% 32(32.0%) (%)
me learn new vocabulary in English. )
2 YouTube videos have exposed me to a 1(1.0%) 8(8.0%) 59(59.0% 32(32.0%) (%)
variety of words and phrases used in )
different contexts.
3 I have expanded my vocabulary through 3(3.0%) 7(7.0%) 53(53.0% 37(37.0%) (%)
watching educational YouTube )
channels.
4 YouTube videos have improved my 1(1.0%) 10(10.0%) 51(51.0% 38(38.0%) (%)
retention of new vocabulary terms. )
5 I find it easier to remember new words 0(0.0%) 9(9.0%) 53(53.0% 38(38.0%) (%)
after encountering them in YouTube )
videos.
6 Watching YouTube videos have 1(1.0%) 9(9.0%) 59(59.0% 31(31.0%) (%)
increased my interest in learning new )
vocabulary in English.
7 YouTube videos have helped me 2(2.0%) 3(3.0%) 54(54.0% 41(41.0%) (%)
understand the meanings of unfamiliar )
words.

Chapter five
Discussion

This study aimed to examine the impact of YouTube and podcasts on EFL learners' listening
comprehension, speaking proficiency, and vocabulary acquisition at Takhar University. The
results indicate that both YouTube and podcasts have a positive impact on these language skills.
Specifically, the findings revealed that the majority of participants perceived YouTube videos as

13
beneficial for improving their listening comprehension, while podcasts significantly contributed
to the enhancement of speaking proficiency. Additionally, both platforms were found to
positively influence learners' vocabulary acquisition. Over 55% of participants agreed and 33.4%
strongly agreed that YouTube improved their listening comprehension. The exposure to varied
accents, speech patterns, and authentic conversational content provided by YouTube seems to
play a pivotal role in helping learners improve their ability to understand spoken English.

More than half of the participants (51.8%) agreed that listening to podcasts improved their
speaking skills, and 30.9% strongly agreed. The natural, conversational nature of podcasts
provides learners with opportunities to improve their pronunciation, fluency, and overall verbal
communication skills. A significant proportion of participants (57%) agreed that these digital
tools helped expand their vocabulary, with 36.8% strongly agreeing. This aligns with existing
literature that emphasizes the role of authentic language input in helping learners acquire and
retain new vocabulary. The ability to encounter new words in context-rich environments, such as
YouTube videos and podcasts, allows learners to deepen their understanding and use of
vocabulary in real-life communication.

The findings of this study are consistent with previous research on the use of multimedia in
language learning. Studies such as those by Chun & Plass (1996) and Stockwell (2007) have
demonstrated that multimedia platforms enhance listening comprehension and vocabulary
acquisition, respectively. Furthermore, Berk (2009) highlighted the motivational benefits of
video content, which can enhance cognitive engagement and retention. The positive effects of
podcasts on speaking skills are also in line with the findings of Chaney & Burk (1998), which
emphasized the importance of authentic language input for developing speaking proficiency.

Limitations
Despite these promising results, the study has some limitations. The sample consisted solely
of male students from a single university, limiting the generalizability of the findings to a
broader population, including female students and learners from different cultural and
educational backgrounds. Furthermore, the study relied on self-reported data, which could

14
introduce bias, as participants might have overestimated or underestimated the impact of
YouTube and podcasts on their language skills. Additionally, the cross-sectional nature of the
study means that it captured learners' perceptions at a single point in time, without examining
long-term effects. These factors suggest that the results should be interpreted with caution,
and further research is needed to address these limitations.
Suggestions for Future Research
To build upon the findings of this study, future research could include a more diverse sample,
involving learners of different genders, ages, and educational backgrounds to increase the
generalizability of the results. Additionally, future studies should use objective measures, such
as pre- and post-tests of language proficiency, to provide a more accurate assessment of the
impact of YouTube and podcasts. Longitudinal studies that track learners' progress over time
could offer insights into the long-term effects of these digital tools on language development.
Moreover, it would be beneficial to explore how different types of YouTube content (e.g.,
educational videos vs. entertainment content) and podcast genres influence specific language
skills. This could help educators tailor digital learning resources more effectively to meet the
needs of learners at different proficiency levels.

Conclusion: In conclusion, this study provides empirical evidence that YouTube and podcasts
are effective tools for enhancing EFL learners' listening comprehension, speaking proficiency,
and vocabulary acquisition. These digital platforms offer authentic language input and engaging
content that enrich learners' language experiences. Given the increasing reliance on digital
media in education, educators should consider integrating these tools into their language
learning strategies to optimize student outcomes. Further research is needed to better
understand the specific content types and long-term effects of using these platforms in
language education.

References
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learners: A short report. Applied Research on English Language, 2(2), 117-128.

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