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All Journal Journal Of Academia In English Educations (JADEs) English Language Teaching Journal
Ardianti, Amelia Putri
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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YouTube for Enhancing EFL Students’ Motivation in Vocabulary Acquisition: A Systematic Review Ardianti, Amelia Putri; Faricha Maula Chabibah
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.1863

Abstract

YouTube videos, as an accessible and context-rich visual medium, have emerged as a valuable tool in English as a Foreign Language (EFL) education, particularly for vocabulary acquisition. This study systematically reviews and analyzes the use of YouTube videos to enhance students’ motivation in vocabulary development. Following the PRISMA 2020 guidelines for systematic literature reviews, peer-reviewed articles were retrieved from Scopus and Google Scholar databases. A total of 13 studies were selected based on their relevance to the integration of YouTube in EFL teaching and learning. The findings indicate that YouTube provides engaging and contextualized content that supports learner autonomy, enhances motivation, and improves vocabulary acquisition. Despite its demonstrated benefits, the review reveals several gaps: limited research on teacher perspectives, insufficient exploration across different educational contexts, and underutilization of diverse research methodologies. The study underscores the pedagogical potential of YouTube for designing student-centered, interactive learning experiences while highlighting the need for professional development to support effective implementation. Future research is recommended to broaden the investigation to include educators’ experiences, address practical challenges, and examine YouTube’s integration across multiple language skills, thereby supporting more inclusive and effective language learning practices. Overall, this review emphasizes that YouTube is a promising tool for enhancing vocabulary learning and learner engagement in EFL contexts, with implications for both educational practice and future research.
The English Education Students’ Perceptions of Using Authentic Materials to Enhance Critical Thinking in the EFL Classroom: Pre-service teachers Insights into How Real-World Texts Support Higher-Order Thinking Skills Ardianti, Amelia Putri; Christianti Tri Hapsari
JADEs Journal of Academia in English Education Vol. 6 No. 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.13090

Abstract

This study explores English teachers’ perspectives on the use of authentic texts in language learning. It aims to provide a clear understanding of how teachers perceive and apply authentic texts in various classroom contexts. The research focuses on identifying teachers’ attitudes, strategies, and challenges in integrating authentic materials into teaching practices. The urgency of this research is located on the increasing demand for 21st-century education that develops students' abilities to think critically, solve problems, and apply knowledge in real-life contexts. A qualitative descriptive approach is employed, using an open-ended questionnaire as the main instrument to capture teachers’ experiences and perspectives. The collected data will be analyzed thematically to reveal patterns and key issues emerging from teachers’ responses. The findings are expected to contribute both theoretically and practically by offering insights into effective and contextual English language teaching. Furthermore, the study benefits pre-service teachers, especially seventh-semester students of English Education programs, by helping them connect theoretical knowledge with real classroom practices. Ultimately, this study seeks to bridge the gap between pedagogical theory and teaching reality in EFL classrooms.
Co-Authors Christianti Tri Hapsari Faricha Maula Chabibah