Cited By
View all- Mohamed FShoufan A(2022)Choosing YouTube Videos for Self-Directed LearningIEEE Access10.1109/ACCESS.2022.317436810(51155-51166)Online publication date: 2022
The Effectiveness of Using YouTube Videos to Teach Grammar for EFL Students with Learning Disabilities
Pages 234 - 239
Abstract
The purpose of this case study was to explore the effectiveness of using YouTube videos in developing students' language awareness and fostering students' grammar rules acquisition in a special education classroom. Five EFL young learners with learning disabilities participated in this study and they completed grammar pretests/posttests, a learning experience questionnaire on YouTube videos instruction, and answered mini-interview questions. The findings indicated that the mean score of the grammar posttests presented students' learning progress, compared to the pretest mean score. Also, participants expressed their positive learning attitudes on English learning. This case study can provide EFL teachers with an excellent opportunity to help special needs students increase their confidence in gaining literacy skills and create a joyful classroom atmosphere to learn.
References
[1]
Alharbi, M. A. 2019. Integration of Video in Teaching Grammar to EFL Arab Learners. CALL-EJ, 20(1), 135--153.
[2]
Kabooha, R., & Elyas, T. 2018. The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers. English Language Teaching, 11(2), 72--81.
[3]
Mohammad, R.F. 2013. The Effectiveness of Using Subtitled Video to Teach Grammar. Unpublished MA Thesis. Iowa State University, Iowa, USA.
[4]
Saeedi, Z. & Biri, A. 2016. The Application of Technology in Teaching Grammar to EFL Learners: The Role of Animated Sitcoms. Teaching English with Technology, 16(2), 18--39.
[5]
Terantino, J. M. 2011. Youtube for Foreign Languages: You Have to See This Video. Language Learning & Teaching, 15(1), 10--16.
[6]
Firkins, A. S., Forey, G., & Sengupta, S. 2007. A Genre-Based Literacy Pedagogy: Teaching Writing to Low Proficiency EFL Students. English Language Teaching Journal, 64(1), 341--352. DOI=10.1093/elt/ccm052
[7]
Alkathiri, L.A. 2019. Students' Perspectives towards Using Youtube in Improving EFL Learners' Motivation to Speak. Journal of Education and Culture Studies, 3(1), 12--30.
[8]
Huang, H.-W., & McConnell, R. 2009. Students' Experiences of Technology Enhanced Learning in Two Traditional Teacher-Preparation Classrooms. Journal of Online Learning and Technology (JOLT), 5(3), 522--530.
[9]
Mayor, R. E. 2001. Multimedia learning. Cambridge: Cambridge University Press.
[10]
Alhamami, M. 2013. Observation of YouTube Language Learning Videos (YOUTUBE LLVS). Teaching English with Technology, 13(3), 3--17. http://www.tewtjournal.org
[11]
Rahayu, S. P.& Putri, W. S. 2018. Uploading speaking assignment to YouTube channel as an effort in increasing student's pronunciation skill. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English. 3(2), 35--45.
[12]
Berk, R. A. 2009. Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1--21.
[13]
Ilin, G., Kutlu, O., & Kutluay, A. 2013. An action research: Using videos for teaching grammar in an ESP class. Procedia Social and Behavioral Sciences, 70, 272--281.
[14]
Khalaf, A. J. 2018. The Effectiveness of Using Internet in TEFL Learning. Theory and Practice in Language Studies, 8 (9), 1114--1121.
[15]
McAlister, K. M., Nelson, N. W., & Bahr, C. M. 1999. Perceptions of students with language and learning disabilities about writing process instruction. Learning Disabilities Research, 14(3), 159--172.
[16]
Root, C. 1994. A Guide to Learning Disabilities for the ESL Classroom Practitioner. TESL-EJ, 1(1), Retrieved from http://tesl-ej.org/ej01/a.4.html
[17]
Levine, M. 1984, September. Learning abilities and disabilities. Harvard University Medical School Health Letter, pp. (1-2). Cambridge, MA: Harvard University.
[18]
Al-Kekhlafi, A. M. & Nagaratnam, R. P. 2011. Difficulties in Teaching and Learning Grammar in an EFL Context. International Journal of Instruction, 4(2), 69--92.
[19]
Krashen, S. 1988. Second Language Acquisition and Second Language. Prentice-Hall International.
[20]
Krashen, S. 2000. What does it take to acquire language? ESL Magazine, 3(3), 22--23.
[21]
Alwehaibi, H. O. 2015. The Impact Of Using YouTube In EFL Classroom On Enhancing EFL Students' Content Learning. Journal of College Teaching & Learning (TLC), 12(2), 121--126.
[22]
Wheldall, K. & Glynn, T. 1989. Effective Classroom Learning: Theory and Practice in Education. Oxford, UK: B. Blackwell
Index Terms
- The Effectiveness of Using YouTube Videos to Teach Grammar for EFL Students with Learning Disabilities
Recommendations
Effectiveness of the Blended Learning Approach in Teaching and Learning Selected EFL Grammar Structures at a University Level – A Case Study
Blended Learning. Education in a Smart Learning EnvironmentAbstractGrammar seems to be the backbone of any foreign language learning, including English as a foreign language (EFL). Currently, the most common approach to teaching EFL, especially at a university level, appears to be a blended learning approach, ...
Is digital divide an issue for students with learning disabilities?
Exploring digital divide between students with learning disabilities (LD) and peers.No difference was found in ICT access between children with and without LD.A difference was found in ICT competencies between children with and without LD.Typical ...
The Effect of Students' Engagement on Their Learning Achievement in EFL Online Courses: A Structural Equation Modelling Approach
Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their ...
Comments
Information & Contributors
Information
Published In
January 2020
441 pages
ISBN:9781450372947
DOI:10.1145/3377571
Copyright © 2020 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]
In-Cooperation
- Ritsumeikan University: Ritsumeikan University
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 03 May 2020
Check for updates
Author Tags
Qualifiers
- Research-article
- Research
- Refereed limited
Conference
IC4E 2020
IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning
January 10 - 12, 2020
Osaka, Japan
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- View Citations1Total Citations
- 293Total Downloads
- Downloads (Last 12 months)32
- Downloads (Last 6 weeks)1
Reflects downloads up to 08 Mar 2025
Other Metrics
Citations
Cited By
View all- Mohamed FShoufan A(2022)Choosing YouTube Videos for Self-Directed LearningIEEE Access10.1109/ACCESS.2022.317436810(51155-51166)Online publication date: 2022
View Options
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign in