The Influence of Using YouTube to Improve English for EFL Students - Essay Example

The Influence of Using YouTube to Improve English for EFL School Affiliation: Literature Review: English for EFL TheEnglish language has become a necessity to almost everybody around the globe because it stands out as the major international communicating language. Around 400 million individuals communicate in English as their first language and more than one billion as a second or a foreign language (Guo & Beckett, 2007).Though not everybody is perfectly conversant with the language, the need to learn it has lately been dire owing to many choosing it as the international language (Crystal, 2012). It is not simple to reveal our ability and productivity without knowing English, as it is an access to higher education. Moreover, access to great positions and attractive pay rates requires English capability to communicate (“English Dominating the World as a Global Language”, 2015). In countries where English is not, the first or main language used there has been a growth in teaching English as a Foreign Language (EFL). Due to this worldwide demand, there has been a growth in teaching English as a foreign language (EFL) in countries where English is not first or main language. Therefore, the education system in Saudi Arabia is containing English as one of the most significant majors nowadays (Rahman & Alhaisoni, 2013). Background Even though the government through its Ministry of Education has outlined the objectives of the English language, the goal is yet to be achieved. The ministry aims to ensure improvement in students’ listening, reading, writing and speaking skills abilities. Furthermore, the ministry endeavours to assist students acquire the necessary linguistic competences relating to life (Rahman &Alhaisoni, 2013). However, these and other objectives encounter challenges as the one stated above. The ministry’s goal is to equip and develop development skills to the students rather than just the role learning. In essence, EFL implies that the English language is not viewed as a primary language, and that the locals have their first language. In these cases, countries tend to use their first language even in the learning, meaning students seldom perform well in English-related tasks, including speaking and writing. When learners become less acquainted with the English language, the end-result is that their competitive advantage especially in the international affairs is adversely affected. Surprisingly, some countries use the first language in the education sector up to university level. Consequently, the students find it somewhat hard to utilize effectively the skills imparted into them by the trainers (Stroupe, 2012). It is noteworthy, though, to realize that though some countries embrace the above method in the learning, some challenges fuel the decision. For instance, in some countries the methodologies employed in the training of the English language seem less effective. A case in point entails scenarios where the method is teacher-centred instead of learner-centred. It was noted that in this methodology, the learners hardly benefit from the teacher regardless of their academic prowess (Alam-Khan, 2011; Alrashidi& Phan, 2015). Additionally, not every English teacher in the countries where EFL is practiced is an English native speaker. As a result, their competence is seldom above average, meaning the same will be replicated in the students. A teacher-centred approach sees students focus solely on the teacher; often collaboration with other students is not encouraged. In contrast, a learner-centred approach allows the student to free interact with the teacher. Teaching an EFL using a teacher-centred approach then becomes somewhat unenjoyable for the students since interaction is limited yet the language is foreign. English in Saudi Arabia The challenges stated above and others are common in many countries including Saudi Arabia. Even though the country’s administration has lately viewed the English language an important part of its education curriculum, the challenges remains. Because the country’s main language is Arabic, the English language has not been given a significant attention. English used to be a compulsory subject starting from grade six. Notwithstanding this directive, it was reported that the students’ perceptions toward the language remains poor. For instance, Rahman and Alhaisoni (2013) using an empirical methodology noted that not many students strove to attain competence, and instead view the language as only important during exams. It was not until 2014 that the government made it compulsory for students starting fourth grade to be introduced to the English language (Alsobaei & Alanzi, 2014). While the assertion on the students’ lack of commitment might seem as their fault, there are other underlying issues, which escalate their negative perception. Using interviews and relying partly on earlier literature, Al-Seghayer (2014) reported that students are hardly motivated to learn the English language mainly due to the cultural setup. It has been noted that many teachers have complained of the students’ low motivational levels. Evidently, this is an issue bedevilling the English language learning in the country. Sadly, it is not the only one, and there are a large number of these issues such as cultural backgrounds in the country, though not impossible to overcome. For instance, the You Tube has been viewed as an instrumental medium that could be utilized in Saudi Arabia where English is a Foreign Language (EFL). Another underlying issue is the lack of prior preparations by the students, which culminates in low proficiency levels. Because of the lack of motivation, students hardly prepare for the English language lessons, and this proves to be a detriment in their other endeavours (Al-Nasser, 2015). Students, despite clear understanding on the importance of the language simply remain nonchalant. Similarly, the teachers do little to motivate the students who then feel at liberty to embrace the language. As a result, the English language competency notwithstanding its importance, continue to stagnate despite the government directives. In short, the teachers’ attitude coupled with the students’ nonchalance stall the English language progress in Saudi Arabia. These reasons have been explained well in these studies with some providing reliable evidence obtained through research. Also, textbooks and teaching materials such as modules impact the English language learning in Saudi Arabia. The teachers’ frustrations are compounded by the students’ inability to acquire basic competence in the English language. For instance, it was noted that some high school students leave this level without any ability to strike a conversation in English despite having started learning the language from class seven. The teaching materials have been blamed to some extent mainly for a lack of a clear objective (Rahman &Alhaisoni, 2013). Moreover, there are publishers whose aim is to profit without a regard of the content of the textbooks. Some only possess minimum levels of linguistic competence yet publish learning materials. Needless to say, the students will subsequently be ill equipped since the materials lack the required standards. Syllabus designers escalate the problem of textbooks even further and authorities who fail to select the right textbook for the learners (Rahman &Alhaisoni, 2013). Therefore, lack of reliable and stable learning materials complicates English learning in Saudi Arabia Limiting the English language to classroom activities is an additional challenge facing the English learning in Saudi Arabia, but one that could be overcome through pedagogy tasks. In a study carried out in the country comprising of 60 full-time students, the results were rather disappointing. The respondents in the age bracket of 19 and 22 had spent the previous six years in different learning institutions. However, with all of them being Arabic speakers, the only time they used the English language was during classroom time. As a result, their understanding of the language was limited to the classroom environment, and could hardly communicate outside (Alhomaidan, 2015). In order to mitigate these likelihoods, Chen (2014) recommended that pedagogy tasks be encouraged as they provide learners with practical opportunities to learn English. Exposure to the English language is another reason the language’s competence continues to prove difficult to achieve for a majority of the Saudi Arabian students. Exposure to the English language implies that the way students are exposed to their first language, ought to be replicated to the second language, in this case English. When the above is frequently done, “greater success will be achieved” (Rahman &Alhaisoni, 2013 p.114). The above will need to be conducted not just in the learning arena, but also in other places as well including restaurants for instance. The reason for the recommendation is that learning “encompasses everything the language learner hears and sees in the new language” (Rahman &Alhaisoni, 2013 p.115). While learners in metropolitan areas might be exposed to English through social media and even advertising, their counterparts in rural areas might not. In light of the above, it becomes clear that learning goes beyond the lessons offered at the learning institutions. When the students’ perceptions remain negative toward the English language, the teachers’ efforts might not have a great impact regardless of their tenacity. In fact, the situation in Saudi Arabia is disheartening with the students remaining less concerned about the language despite the exposure. It was reported that despite having televisions, newspapers and books all with English content, many students seldom utilize them. Therefore, the challenges facing the English learning in the country are somewhat complex (Rahman &Alhaisoni, 2013). The question of the curriculum is another that contributes to the status of the English language in Saudi Arabia. In order to benefit the audience, in this case the learners, a curriculum ought to be set as per needs of the students. According to Rahman and Alhaisoni (2013), a curriculum ought to be developed only after a Needs Analysis (NA) has been conducted. Essentially, NA implies that the developers of a curriculum first identify the needs the learners face then develop the curriculum in a way to meet these needs. It was noted with a great concern, though NA is often conducted in the country, the relevant bodies fail to develop the necessary curriculum. The teachers’ competence is another factor that shapes the learning in Saudi Arabia. Often, a teacher’s high competence or lack of it might be influenced by other factors than just their academic levels. Li (2009) observed that teaching the English language in a country where it is not the primary one has its challenges. The task is challenging physically, emotionally and intellectually. That means a teacher might have the necessary language competence, but lack the emotional qualifications to teach a class where students are disinterested and in a situation where the language is not popular. Thus, a teacher has to understand the process it will take the students to completely understand and embrace the English language. Therefore, a teacher’s competence goes beyond their understanding of the English language. Despite these above assertions, it is imperative for the teachers to be fully knowledgeable of the English language. A teacher’s competence is essential, as it significantly determines the quality of the content the students absorb. For that reason, a teacher has to understand how to teach the language, and proper knowledge of the language is vitally important (Li, 2009). Sadly, there have been several cases in Saudi Arabia where teachers have been enlisted on English language programs, despite lacking such vital qualifications (Rahman &Alhaisoni, 2013). Obviously, the result is that the learning of EFL continues to deteriorate. Clearly, the English learning in Saudi Arabia is not fully embraced, but it is not realistic to blame it solely on one in particular. For instance, while it might be accurate in stating that students lack motivation, this alone cannot be the main catalyst. Similarly, the teachers’ lack of competence cannot necessarily be the major cause of the predicament. Instead, it is a whole host of issues, which could be addressed holistically to ensure the ministry’s objectives are achieved. That means issues to do with exposure to the language need to be addressed. Though it is evident, the English language training in Saudi Arabia faces a myriad of the challenges stated above some approaches could be utilized to remedy the situation. First, the relevant stakeholders ought to have an active participation on charting the way forward. The policymakers, textbook developers, teachers, students and syllabus designers ought to an in-depth discussion on the topic. Upon discussing, the stakeholders ought to find ways on how to teach the English language, and one way to implement it effectively. After, addressing the challenges highlighted in the previous section, the stakeholders need to realize the need to embrace technology (Li, 2009). Using YouTube YouTube has become a phenomenon in many areas one of which is education. This part seeks to show how YouTube has transformed education and its influence on young people. YouTube is the latest technology used in sharing videos online where anybody irrespective of their regions, background and even education levels can upload videos. A user can upload any kind of a material ranging from entertainment, education or simply audio. One of the best ways the stakeholders could ensure effective learning, which could subsequently have tremendous output include embracing technology, particularly the You Tube. The You Tube has revolutionized many things in life, one of which is education (Aitken, 2013). There are a number of reasons why the You Tube technology could prove pivotal in the education sector. First, the learners are mostly young people who exhibit great levels of enthusiasm toward technology. In a study, it was noted that young people aged between 9 and 25 accounted for the largest number of visitors to internet. While the adults also browsed the internet, the young people visiting video-sharing sites such as the YouTube outnumbered the adults (Hanson &Haridakis, 2008). Still, the number of people who shared the videos was higher on the young demography in comparison to the other group. The trend coming out clearly in this study is that young people are enthusiastic about videos, specifically on YouTube. Besides the enthusiasm by the young people, the YouTube would be pivotal in the advancement of the learning as it helps the students’ illustrations. Cheal, Moore and Coughlin (2012) noted that the YouTube helped learners in the application of theories, gaining knowledge as well as focusing on various learning styles. Normally, many videos tend to have a better illustration of the subjects, and this eliminates the complications often evident in a physical classroom. By illustration, it is meant that the videos will go beyond the theory teachers often use; the images helps the student understand the topic better. Though the YouTube might not necessarily replace the work of a teacher, it could have significant benefits in aiding them in terms of illustration. Besides, the video could simplify a teacher’s work since there is no need for them to keep repeating statements. Sharing the sentiments above were Light, Griffiths and Lincoln (2012) who noted that young people are often engaged with the videos. This passion could be translated to something more meaningful to them by encouraging many to use it in gaining English competency. For this to happen, the educationists and other relevant stakeholders ought to perceive the benefits accompanying this technology. YouTube could be viewed as aiding service that makes a teacher’s job easier not one that intimidates them (Szeto, Cheng & Hong, 2015). Therefore, the young people’s passion on YouTube could be diverted to serve more benefits, specifically education-related. Furthermore, a YouTube user could replay the video as many times as possible in a bid to have full understanding. A teacher will find it tedious to repeat a statement to a learner many times, yet the latter may not have understood (Strong, 2014). On the other hand, the teacher might have understandable reasons for not repeating each and every statement. Consequently, both the teacher and the student will be left dissatisfied, meaning learning will continue to deteriorate. Conversely, a learner can use and replay a YouTube video until they have understood the lesson. This versatility by the YouTube is one of the reasons it continues to be instrumental in imparting competency (Strong, 2014). Lately, shared and experiential learning have been found to have outstanding benefits to the students for a number of reasons. It has been noted that students are motivated when they discover that pursuing certain activities on their own improve interpersonal skills. The YouTube serves this purpose because it enables sharing of the tutorials, which inevitably improves both their learning experience and level of competence (Chen, 2013). In this regard, therefore, the YouTube acts as a bridge between the theoretical and practical learning since students can physically interact with the technology. Lan (2011) asserted that one of the reason there is a disconnection between the teacher and the student is due to the former’s use of lecture instead of incorporating the illustrations. Whereas the theory training is not combined with the visual illustration, the student’s enthusiasm alone fails to become a casualty; the entire learning process becomes teacher-centred. For that reason, the application of the YouTube in the learning sector will help in the bridging of the gap since theoretical and experience conceptualization will be achieved (Chen, 2013). In contrast, when such a technology is avoided or not fully utilized, the learning might become an unexciting affair. Nguyen (2008) argued that when the teaching fraternity becomes oblivious of the changing trends especially with regard to the young people, a disconnection then inevitable, replicated these assertions. Eventually, the competence many teachers so passionately aim to impart to the students remains unachieved. It could be worse when it comes to EFL if such technology as the YouTube is not well utilized. In Taiwan, and using surveys Kelsen (2009), observed that refusing the use of the YouTube technology in other learning areas might not be adverse compared to EFL. The reason for this statement is that the EFL requires some level of motivation on the students’ part unlike other areas where the local language might be used. Therefore, to ensure the students do not find the EFL boring or cumbersome, the use of YouTube becomes a necessity, not an option. However, for this goal to be realized there is a need for the teachers and other stakeholders to know and accept this reality. The beauty of using YouTube in learning is not limited to its connection with the youth; it is available outside the classroom. As earlier indicated, the theoretical lecture often creates boredom to the students leaving them hardly motivated. On the other hand, the learners especially in the 9-25 age-brackets exhibit astounding passion toward YouTube. As such, the young learners may not need any further motivation to embrace the EFL programs if the technology is incorporated. In the process of sharing the videos, students challenge and help improving each other competencies (Soliman, 2014). Evidently, the use of YouTube in learning is simply beneficial. Again, YouTube does more than just help with interpersonal skills; writing, pronunciation and listening skills could be improved especially in EFL. The technology allows the users to listening to various ways some words ought to be pronounced not to mention its spelling through the display of the words. On the other hand, a teacher might have only one way certain words are written and pronounced, thus limiting the students’ knowledge. For instance, a teacher might have the right understanding on how some English words are pronounced in the British English, but lack the same on the American way. In contrast, the YouTube avails both pronunciations and spelling, and this aids the students’ competencies (Watkins & Wilkins, 2011). More learning is offered on YouTube through listening to many resources including songs, debates, talk shows and even speeches. By so doing, a student understands the many ways English language is spoken. For instance, lecturers viewed on the platform are likely to be in formal language compared to debates or political speeches (Al-Dhafiri, 2014). As a result, a student will have clear understanding on the formal and informal way of speaking. This learning will culminate in the student gaining insight on how to and not to speak (Alwehaibi, 2015). Clearly, the YouTube could do more to the EFL learners than just offering the entertainment. In summary, the EFL in Saudi Arabia faces a couple of challenges, which could be detrimental to the overall output of the students. Though the country has lately shown commitment to have the English language adopted in the curriculum, the aforementioned issues remain unaddressed. However, this situation could be remedied by employing the YouTube technology. As highlighted above, the teacher-learner relationship could be better shaped by this innovation. As a matter of fact, a great portion of the mentioned challenges could be solved through the technology. For instance, writing, listening, speaking and even pronunciation problems could all be solved through the technology. References Alam Khan, I. (2011). The Teacher of English: Pedagogic Relevance in Saudi Arabia. English Language Teaching, 4(2). Al-Dhafiri, R. N. (2014). 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