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All Journal Dinamik Jurnal Pendidikan Bahasa Inggris Esteem Journal of English Study Programme Journal of English Teaching, Applied Linguistics and Literatures (JETALL) English Language Teaching Educational Journal INTERACTION: Jurnal Pendidikan Bahasa REiLA: Journal of Research and Innovation in Language JOLLT Journal of Languages and Language Teaching International Journal of Educational Research and Social Sciences (IJERSC) Jurnal Sosial dan Teknologi Journal of English Language and Education International Journal of Educational Best Practices INTERNAL (Information System Journal)
Rosalina, Elsa
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Journal : Esteem Journal of English Study Programme

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THE EFFECTIVENESS OF USING YOUTUBE AS A MEDIUM FOR TEACHING EFL IN IMPROVING STUDENTS’ SPEAKING SKILLS: A SYSTEMATIC REVIEW Amal, Muhammad Ikhlasul; Yamin, Moh.; Rosalina, Elsa
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18841

Abstract

This study presents a systematic review of recent empirical research examining the role of YouTube as an instructional tool for enhancing English as a Foreign Language (EFL) learners' speaking abilities, with particular emphasis on vocabulary development, pronunciation improvement, and confidence building in digital learning contexts. Adhering to the PRISMA 2020 framework, the review analyzed fifteen empirical studies published between 2020 and 2023, sourced from databases such as Google Scholar, ERIC, and DOAJ. The findings indicate that YouTube supports speaking skill development by offering learners authentic, multimodal, and repeated exposure to spoken language. Results showed that learners experienced better vocabulary acquisition, more accurate pronunciation through mimicry, and increased speaking confidence due to the flexibility of self-paced learning. Conversely, unstructured or passive viewing was found to have minimal impact. The implications of this review are significant for EFL educators, curriculum developers, and educational institutions seeking to effectively incorporate YouTube into speaking instruction through interactive, reflective, and task-based approaches. This study offers a distinctive synthesis of recent global research and emphasizes pedagogical techniques that promote active engagement in speaking rather than passive content consumption.
THE EFFECTIVENESS OF USING YOUTUBE AS A MEDIUM FOR TEACHING EFL IN IMPROVING STUDENTS’ SPEAKING SKILLS: A SYSTEMATIC REVIEW Amal, Muhammad Ikhlasul; Yamin, Moh.; Rosalina, Elsa
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18841

Abstract

This study presents a systematic review of recent empirical research examining the role of YouTube as an instructional tool for enhancing English as a Foreign Language (EFL) learners' speaking abilities, with particular emphasis on vocabulary development, pronunciation improvement, and confidence building in digital learning contexts. Adhering to the PRISMA 2020 framework, the review analyzed fifteen empirical studies published between 2020 and 2023, sourced from databases such as Google Scholar, ERIC, and DOAJ. The findings indicate that YouTube supports speaking skill development by offering learners authentic, multimodal, and repeated exposure to spoken language. Results showed that learners experienced better vocabulary acquisition, more accurate pronunciation through mimicry, and increased speaking confidence due to the flexibility of self-paced learning. Conversely, unstructured or passive viewing was found to have minimal impact. The implications of this review are significant for EFL educators, curriculum developers, and educational institutions seeking to effectively incorporate YouTube into speaking instruction through interactive, reflective, and task-based approaches. This study offers a distinctive synthesis of recent global research and emphasizes pedagogical techniques that promote active engagement in speaking rather than passive content consumption.
Co-Authors Alfisah, Mutiara Amal, Muhammad Ikhlasul April Lia Hananto Asrimawati, Inayati Fitriyah Desfianthy, Fatiya Hanifah Eka Puteri Elyani Fadillah, Arfa S. N. Falerina, Rosa Hananto, Agustia Hidayah Nor, Hidayah Hikmah Hikmah Hilabi, Shofa Shofiah Huda, Baenil Koroh, Riyo Pasca Alexander Mariani, Nanik Moh. Yamin Nasrullah Nasrullah Nasrullah Ningsih, Rahma Pitria Noor Ainah Noor Eka Chandra, Noor Eka Nugroho, Puguh Setyo Perdana, Rizka Fathoni Pitria Ningsih, Rahma Pratama, Daffa Agung Rachmadhan, Hayyu Fath Rahmadina, Nida Rezma Sari, Annisa Sab’na, Sab’na Siti Kustini, Siti Suprihana, Sitti Adhila Umar, Vebrianti Yamin, Moh