Abstract:

The current study was conducted with the aim of investigating the impact of integrating YouTube video clips during reading activities on the development of vocabulary comprehension and recognition of Saudi EFL students enrolled in the preparatory year intensive English course at King Abdul-Aziz University, Saudi Arabia. Another aim was to find out participants` perceptions toward YouTube video clip use on the acquisition of vocabulary. 100 Saudi female intermediate level students aged between 18-20 years old participated in the study. The study also included four EFL female teachers. 4 classrooms were involved in the study and were divided as 3:1 to the experimental and control groups. In the experimental group, students were taught the target vocabulary in a multimedia environment, using YouTube videos; whereas, participants in the control group were taught the new vocabulary in a traditional way using only pictures. Pre-tests and post-tests as well as questionnaires for students and teachers were administered in order to collect the required data. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the Vocabulary Knowledge Scale test. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study also indicate that both students as well as teachers have positive attitudes towards the use of YouTube videos to facilitate the acquisition of new vocabulary items. The study offers pedagogical implications for EFL instructors with respect to the incorporation of YouTube videos in EFL classrooms to improve students' language learning. Well-selected video materials could enhance students` language learning process as well as increase their motivation to learn the target language.

Keywords:

YouTube, EFL, Technology Acceptance Model (TAM), Cognitive Theory of Multimedia Learning (CTML), Vocabulary Acquisition, Perception towards Technology.