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154better understanding of a text's main elements and purpose. For instance, if students are learning to write an essay, they can examine model essays and learn their structure by evaluating the purpose of the text and intended audience, analyzing its construction and language use, and discussing how the text is related to other academic texts. Students can also examine how grammar, vocabulary, and language are used in the text. By providing and examining model texts, academic texts become salient to students and help them learn how to construct their own texts.
Conclusion. There are two main goals of academic reading and writing books. The first is to give students the skills and confidence to approach an academic text, to read it efficiently and critically, and take notes to extract main ideas and key details. The second is to enable students to display the knowledge that has been gained from reading in a writing assignment. Since instructors emphasize communication skills that encouraged students to share ideas and opinions; at the end of the course, the students will be able to communicate clearly and correctly using mechanism of writing as a result of reviewing written, spoken, visual media appropriate to the activity and students' needs. The teachers should emphasize group effectiveness skills
using technology, to teach students to demonstrate interpersonal skills by writing effectively, and supporting rapport between students.
REFERENCES:
1. Reading and Writing Academic Texts. English for Academic Purposes. Chapter 4.
2. Dana Adas, Ayda Bakir. Writing Difficulties and New Solutions: Blended Learning as an Approach to Improve Writing Abilities. International Journal of Humanities and Social Science Vol. 3 No. 9; May 2013, pp.254-266
3. English for Academic Purposes A Guide and Resource Book for Teachers, pp. 143 - 148
4. Academic Writing Guide Part 1// Academic writing, UTS Library, February 2013, University of Technology, Sydney
5. Alister Cumming. Learning to Write in a Second Language: Two Decades of Research //Interna-tional Journal of English Studies. Servicio de Publicaciones, Universidad de Murcia. vol. 1 (2), 2001. 1-23 pp
6. Miroslawa Mohite. (2014). An Investigation into the English Language Writing Strategies. used by Polish EFL Secondary School Learners. Degree programme: MA TESOL & Applied Linguistics. London Metropolitan University. - 114 pp.
STUDYING THE EFFECTIVENESS OF YOUTUBE AS A LEARNING TOOL AMONG HIGH
SCHOOL STUDENTS IN KAZAKHSTAN
Zheniskhankyzy A.,
Master student of Kazakh-American Free University, Ust-Kamenogorsk, Kazakhstan Gersonskaya V. Scientific supervisor Ust-Kamenogorsk, Kazakhstan
Abstract
YouTube is not just a platform where individuals share, upload and comment on videos. This study is designed to study how active and influential YouTube can be in the educational process and how it is beneficial for language teachers to improve students' skills. The study shows various theoretical framework conditions that address the use of technology to improve the learning / teaching process. It draws on the strategies of Berk (2009) for the use of multimedia media, especially video clips, to develop the skills of teachers for the use of technology in classrooms. To achieve the goal of the study, the researchers are developing a questionnaire and applying it to students in the fourth year of Baghdad University to provide evidence and demonstrate the effectiveness of the technology in the academic field. The paper examines classes in which computers can be used, and also reveals the challenges that teachers and educators face in relation to this application. The researchers conclude that YouTube is an essential tool in classrooms, as it attracts the attention of students and develops their mentality and creativity. It also helps to comprehensively cover the materials, especially the language. YouTube brings the fun element into the classroom, which thus corresponds to the interests of the students. Such findings have a significant impact on the learning process, as students find the educational environment more encouraging and exciting. In addition, you will find that the presented material is worth studying, and in this way you would appreciate the efforts to explain the information. The research is intended to be of value for teachers for the use of technology and for students to better understand the materials presented.
Keywords: E-learning, social media, YouTube, questionnaire, flipped classroom, EFL students.
Introduction
Burgess and Green (2009, p.1) state that "YouTube is a video repository founded in February 2005 by three former employees of the e-commerce
company PayPal, where users can upload, publish and watch videos via streaming." (Portugal, Arruda & Meneghello, 2018). Users can download, view and share video clips to a variety of content. Such content
includes film clips, television shows, music and educational videos, blogs or video blogs, as well as amateur videos. YouTube has evolved into social media when the videos are shared and when comments and other forms of interaction occur on the site (De Witt et al., 2013).
Above all, YouTube generates knowledge; it offers multimedia forms of education. Lindstorm (1994) finds that learners' abilities to remember and understand improve better when they have a complete experience, that is, when they see, hear and do. The level of understanding of a subject is higher than 75% when they see, hear and produce materials during the lesson, while there are 20% for learners who understand only during preparation, and 40% only among those who see and hear. So, it has been shown that learning through the use of video has an impact on the teaching activities of various scientists. In addition, Bunus (2010) and Greenhow and Robelia (2009) have shown that social media is valid for the learning process. Higher thinking skills, such as decision-making and problem-solving, as well as communication and collaboration skills via social media, have developed in learners (DeWitt et al., 2013). This expertise combines with what they learn in their classrooms. Therefore, it is possible to use social media in the classroom. Focusing on the impact of YouTube videos and developing strategies improves knowledge by integrating them to improve the teaching-learning process (Gbolahan, 2017).
The present study examines how active and influential YouTube can be in the educational process and how it is beneficial for language teachers to improve students' skills in learning the English language. The research attempts to answer the following questions: What impact do YouTube videos have on students in classrooms? What are the strategies for using YouTube in the educational environment? And what are the challenges of using technology in developing countries, especially in Iraq? This paper focuses on instructional YouTube videos, not any other application. It shows the obstacles to his employment in Iraq. The study sample consists of 100 students of the fourth grade of the Department of English, College of Education / Ibn Rushd, University of Baghdad.
Theoretical framework
Rice, Cullen and Davis (2011) state that the use of the Internet has a high impact on the educational process, especially when dealing with classes. Raja and Nagasubramani (2018) deal with the positive and negative effects of the use of modern technology in education. They state that the positive side of technology is that it provides improved teaching and learning through the use of computers, digital cameras, PowerPoint presentations, etc., which are important sources today that teachers use to help their learners understand the lesson quickly. In addition, the visual explanation provides students with a fun, exciting and interactive learning environment, allowing them to participate more in the class activities. Globalization is another positive side of technology, as students can meet their peers through videos while sitting in their chairs. A website
like www.glovico.com helps students learn foreign languages online by joining groups of students and their teachers who are from other countries.
As for the negative impact of the technology, they point out that the technology leads to the fact that the writing skills decrease due to the too heavy use of chats and shortcuts available online. Recently, children are increasingly dependent on digital communication, as they completely ignore the improvement of their writing skills. The results include the spelling errors of various words, misuse of grammar rules, and lack of italics. Another disadvantage of the technology is the increase in cases of fraud due to the use of devices such as graphic calculators, high-tech watches and minicameras. Technology contributes to the lack of focus, as students spend their time texting and playing with their phones during lectures.
Berk (2009) focuses on the role that YouTube clips play in teaching a language in classrooms. He develops 15 strategies for the use of videos in learning environments. Seilstad (2012) investigates the use of YouTube videos as an innovative method for teaching English in Morocco. He states that YouTube clips are just a simple way to relate and specify the educational material. The results show the efficiency of using YouTube videos for student performance and personal reflection of their learning progress (Almurashi, 2016).
YouTube has a high potential to improve students' learning skills. Fathallah (2007) claims that educational videos are educational situations recorded on the World Wide Web. Such videos contain real elements and convey specific goals. Videos on YouTube offer various services such as uploading, downloading, watching and sharing between individuals. Clips on YouTube are available anytime, anywhere, they show content in high quality and provide an opportunity to repeat, pause or complete it at another time. YouTube videos provide multimedia content, as they absorb visual and verbal material in themselves, developing so many pedagogical skills. YouTube videos encourage group work activities by sharing the videos that add fun and meaning to the learning environment. Thus, YouTube helps to keep the material in long-term memory (Ebied, Kahouf & Rahman, 2016). Farlinger and Owens (2009) note that technology and the Internet contribute significantly to the social and educational life of students.
Portugal, Arruda and Meneghello (2018) state that the central point of teaching and learning on YouTube is interest, but it differs from other planned educational contexts in that both the learner and the informal teacher show their free choice to enter the learning situation. Even the voice-tone and expressions of the 'informal teachers' on the video are like what they teach; otherwise you don't need to do this. What distinguishes YouTube from the school is that it does not give either the teacher or the learner a choice about the curriculum to be taught or learned. Therefore, YouTube offers all the possibilities of what to teach and learn,when, where, how, etc.. The link is that school knowledge is determined beforehand, i.e. before; while experience is free from YouTube and depends on what the learner wants to grasp.
Challenges for YouTube videos as educational innovations
Educational contexts can use YouTube in the classroom; nevertheless, some authors have concerns about the safety and validity of online videos. Kay (2012) claims that videos include positive attitudes, management of the learning process, improvement of reading and learning behavior, and student performance. Nevertheless, he outlines the disadvantages of using videos in learning. These are less class participation, reference to Orthodox teaching and technical problems. Recommendations that future studies focus on providing empirical evidence of the influence of online video and new media on the learning process (Gbolahan, 2017).
Bonk (2008) reveals some pitfalls regarding the technical side of the presentation of a YouTube video. Sometimes the videos on YouTube are removed without prior notice and restrictions on playing a video in a certain place. Therefore, teachers should download these videos for offline viewing. Also, educators should be aware of YouTube usage guidelines such as copyright and protocols for online content, as they are complicated, confusing and difficult to understand as they differ from school board to school board (Wilson, 2015).
Some authors find video sharing sites necessary, and YouTube clips are important for practical, medical and clinical science, education and research. They point out that videos on YouTube motivate students' participation and compensate for their lack of interest in traditional classrooms. Despite the apparent enthusiasm for the use of technology for educational purposes, they warn of the potential for social media to affect student performance. Guo, Kim and Rubin (2014) provide empirical evidence for the students who attach video material as a supplement to the recorded lectures in the classroom. They studied the time that students spend watching these videos to evaluate the production. They recommend a guideline for the suitability of online videos for the producers and the teachers (Gbolahan, 2017).
Several academic institutions use YouTube to upload the course material and share it on the Internet. Jafar (2012) mentions that 98% of students use YouTube as a source of information, and 86% of them confirm that it helps them learn. Thus, the videos were a worthy teaching aid. At the same time, the number of users of innovative media has increased worldwide. The use of this innovation still restricts educational members, whether students or teachers. For example, in developing countries there are challenges for the use of technology in education. Kremer, Brannen and Glen-nerster (2013) mention some of these problems, such as the diffusion of technology, computer supply and efficient use of ICT, which require the availability of equipment and tools, educational issues, accountability, access and quality. Others mention other topics such as software licenses, training, maintenance problems, hardware and software costs, and the development of learning materials. Liyanagunawardena, Williams and Adams (2013) report challenges such as low download speeds of Internet connections, language and computer
skills. Some of the essential issues of educational technology are:
* Lack of understanding of user experiences.
* The problems of limited empirical evidence of the impact of new instruments on student performance.
* Lack of the strategies and approaches that best fit the use of media in the learning process (Gbolahan, 2017).
Ebied et al. (2016) recommend teachers to manage YouTube videos to make the learning process more productive. In addition, universities must activate websites and share videos on YouTube as a teaching goal. The relationship between teachers and students should be established through an educational channel for the thematic and content videos.
Flipped Classroom
It is an innovative way to integrate technology into classroom learning. Tucker (2012) highlights that in an upside-down classroom, the teaching approach replaces the teacher who generates videos and lessons in which interaction takes place. Now students follow the instructions at home and receive them before class. So, the classroom serves to work out the problems and propose concepts. Here the interaction takes place collab-oratively. Honeycutt and Garret (2014) describe an upside-down classroom as a learning environment in which the activities that were traditionally completed as homework are now carried out in the classroom during the lesson. This process refers to students who watch a video of lectures recorded before the lesson. Another definition by Bishop and Publisher (2013) indicates that the flipped classroom combines group learning activities in school with instant computer-assisted one-on-one instruction outside of school (Wilson, 2015).
In his study, Johnson (2013) mentions some of the advantages of inverted classrooms that use videos for teaching. This primarily involves tempo, and students can pause, rewind, or speed up the video at will. Flexibility is the second feature as students can watch the learning videos anywhere and anytime as these videos are available on the internet. After all, communication is an aspect of attention, since it is videos, not other Internet resources, that allow teachers and students to interactively engage in discussions and activities. The results of this study show that 84% of students find flipped classrooms more interactive than a traditional learning environment. It is reported that 84% of students watch the assigned videos, 57% like to watch the videos, and 29% are neutral. Such results show that students like to watch videos for educational purposes. Although 70% of students prefer traditional classrooms, there are positive attitudes towards this method of teaching (Wilson, 2015).
Johnson (2013) also shows some disadvantages of flipped classrooms. Some students have difficulty mange pace when they have fallen behind and keep self-mutilation to the task. There are several distractions for students when using the Internet and YouTube. Some students find it difficult to ask questions during class, and others see the videos as annoying. The results of the study show that students do less homework in inverted classrooms and that students enjoy and benefit from the videos shared on YouTube.
The use of YouTube in inverted classrooms has excellent results for the traditional learning process and can be influential and alternative to the current teaching environment (Wilson, 2015).
Strategies for Using YouTube Videos in Classrooms
Berk (2009) offers twelve generic techniques for using video clips in the classroom. First, video clips should provide content and data that are different from the information appropriate for the context. Second, they illustrate various concepts or principles such as family relationships, anger management, etc. Third, YouTube videos present alternative viewpoints to develop the ability to make decisions and convey persuasive arguments. Fourth, apply content to real-world applications for important matters such as child abuse, rape, etc.. Fifth, videos serve as an incentive for learning activities. When playing the video, the teacher can ask students about their reaction in an open discussion, instruct them to answer certain questions together, or ask specific questions about the presented content. Sixth, video clips provide a good or bad application for criticism, such as inaccurate interpretations offered by the media on various topics. Seventh, the videos can exaggerate a certain point on various topics such as personality disorders, diplomacy, and political decision-making, etc. Eighth, YouTube clips attract students' attention by inserting sound clips with comedy or inspirational and motivational videos into the class while covering a certain topic. Ninth, videos should be included in collaborative learning exercises. The teacher can assign examples of practical applications, students criticize the performance and concept, and the video is the motive for the discussion. Students experience an unforgettable learning experience, and this, of course, has various characteristics and several advantages for the educational process. Tenth, YouTube videos should motivate and inspire students by watching uplifting news videos. A short video clip can make a gigantic difference in your mood, motivation and attitude, and it takes away the pressure you are experiencing. Eleventh, the teacher can use videos as commercial breaks if the students are restless for some reason. These breaks charge the student's energy and again turn his attention to the presentation of the material. Twelfth, the teacher can also use videos to signal a return from a class break.
Berk (2009) also provides eight steps for using a video clip in the classroom. These are the following:
1. The teacher selects a specific clip to provide the content or illustrate a concept or principle.
2. The teacher prepares specific guidelines for students or discussion questions to receive instructions on what to see, hear and look for. What is the point of the clip? The teacher makes it clear to the students;
3. The teacher briefly introduces the video to reinforce a purpose;
4. The teacher plays the clip;
5. The teacher stops the clip at any scene to highlight a point or play a clip for a specific exercise in class;
6. The teacher sets a time to think about what the view was;
7. The teacher assigns an active learning activity to interact with specific questions, problems or concepts in the clip; and
8. The teacher structures a discussion on these issues in a small and large group format.
Methodology
The researchers of the present study have developed a ten-point questionnaire, which was applied to the students of the fourth year of study at the Department of English, College of Education, Ibn Rushd at the University of Baghdad. Participants respond to each item as "agree," disagree," or "neutral.' The sample is limited to the students of the fourth level, as they have four years of study experience at the college. In addition, you will have a great time to better understand the material presented to you through the Internet, especially YouTube. That is to say; they are more aware of the benefits of the technology they receive during their years of study. Also, the researchers expect them to share their experiences on how YouTube can influence their future career as a teacher. The researchers conducted the questionnaire electronically using the Telegram application and applied it. A vote was structured and distributed among a group of such students. This group includes 48 members, but only 26 students answered the questionnaire. Therefore, the sample took into account the 26 male and female students who participated in the survey to evaluate the effective use of YouTube in their academic study. The researchers constructed the elements of the survey based on the fact that YouTube can have an impact on the educational environment and language learning. That is, such things are the most important that researchers need to ask. In addition, they are supported and highlighted by others. The following points show the details and percentages of the questionnaire :
1) Learning through YouTube videos is interesting.
2) I understand what is presented correctly on YouTube.
3) The use of YouTube represents a shift from a traditional classroom to an upside-down one.
4) Teachers need to use YouTube in the classroom as a learning tool.
5) The perfect length of a video should not be more than 15-20 minutes.
6) It is preferable to take notes while watching a YouTube video.
7) YouTube can take on the role of teacher.
8) YouTube videos improve language skills, especially speaking and listening.
9) YouTube videos presented by native speakers are better than those created by teachers.
10) YouTube videos are essential for the development of grammatical patterns and the construction of vocabulary.
Table 1.
Percentage of the responses to the questionnaire
No. Agree Neutral Disagree
Q1 41% 38% 21%
Q2 43% 36% 21%
Q3 50% 25% 25%
Q4 82% 11% 7%
Q5 50% 25% 25%
Q6 81% 11% 8%
Q7 62% 23% 15%
Q8 88% 8% 4%
Q9 61% 22% 15%
Q10 75% 14% 11%
The researchers did not conduct a follow-up activity due to a lack of communication with the sample members and the expected difficulties in having the students talk about their learning experience during the global COVID-19 pandemic.
Discussion
The students' answers to point one, "Learning through YouTube videos is interesting", show that 41% of them agree that they like to learn through YouTube. It is very interesting as they have fun experiencing it. About 38% of participants give a neutral response to the use of video as impressive for teaching, and 21% disagree with this. Such a difference in percentages shows that it is still unusual for students to complete their academic education on YouTube. Such results are in line with those of Frdlinger and Owens (2009) in their study, which found that 93% of students find the YouTube process fascinating. Almurashi (2016) also supports this view through his interviews with language students. He came to the conclusion that the majority of his sample members feel happy and satisfied when watching YouTube videos. They like YouTube as it has audio and visual effects.
Regarding point two, "I understand what is presented correctly on YouTube, " the result showed that 43% of students agree that the materials on video are adequately explained, and students fully understand them. Only 36% are neutral, and 21% do not agree on how likely it is to achieve a complete understanding of the materials. This, in turn, corresponds to the conclusions of Frdlinger and Owens (2009) that 95% of students say that they understood the content of the tutorials uploaded to YouTube.
For point three, "The use of YouTube represents a shift from a traditional to an upside-down classroom," students' responses show that 50% agree with the change and 25% equally disagree and are neutral. The point here is that students are hesitating whether or not the video should take on the entire task of presenting materials without instructions from the teacher. Wilson's disease
(2015) states in their results that the people in their sample confirmed the change, that some teachers seem to be passive throughout the teaching process, while their explanation usually accompanies the videos. Both have an impact on students in one way or another.
For point four, "Teachers should use YouTube as a learning tool in the classroom", 82% of participants consider it a must to use YouTube videos as a learning tool. Participants who disagree make up only 7%, while those who react neutrally are only 11%. The results of
the present study show a significant interest in the use of YouTube in the classroom, in contrast to the results of Frdlinger and Owens (2009), which show only 73% of their participants are less interested. In this regard, most of the respondents think that they would use the YouTube project in their classroom, while the other respondents indicate that they would not use this method. Almurashi (2016) assures that technology can play a crucial role in improving students' understanding. His results show that learners want to have technology like YouTube in the classroom to feel more comfortable.
Answers to point five, "The perfect length of a video should not be longer than 15- 20 minutes", show that students agree that the appropriate length of the video should be between 15-20 minutes on a scale; they make up a percentage of 50%. The rest of the students divide between 25% are neutral, and 25% do not vote at this time distribution. Citing the questionnaire, it's not clear if students have other suggestions to share, yet clearly, this doesn't work best for them. Such results correspond to the instructions of the Berk policy that the video should be appropriate in length so that students do not get bored.
Item number six, "It is preferable to take notes while watching a YouTube video," indicates that students confirm taking notes while a video is playing. It so happens that 81% of them take notes by either pausing the video for minutes or rewinding it. Only 8% of them don't take notes, and 11% are neutral; sometimes they take notes, sometimes they don't. Once again, this is in line with the Berk policy that students should write down their observations.
Regarding point seven, "YouTube can take on the role of teacher," 62% of students agree with the possibility of using videos instead of the teacher in the classroom. Others disagree with 15% and 23% are neutral. Such results show agreement with Frdlinger and Owen (2009) that the professor is a guide on the site; he/she knows the subject material and gives good feedback.
As for point eight, "YouTube videos improve language skills, especially speaking and listening," 88% of students agree that watching videos on YouTube can improve their language skills, especially speaking and listening. Only 4% of students disagree with this; others are neutral 8%. Almurashi (2016) comes with similar rates and some previous reviews that YouTube is a useful tool that can build learners' knowledge and help them improve their English language skills. Watching YouTube videos can also help learners communicate and experience events in the videos.
Point nine, "YouTube videos presented by native speakers are better than those created by teachers, " shows that 63% of students agree that watching YouTube videos by native speakers is more beneficial. Another 15% do not agree with this, and 22% are neutral. Almurashi again
(2016) finds similar results in that watching official videos in the classroom can make the learning process more enjoyable and meaningful. Official YouTube videos can improve learners' understanding and elicit information. In addition, it allows learners to understand the lesson in an effective and vivid way. In addition, YouTube videos can present the experience more realistically and comprehensively than traditional teaching methods.
Item number ten, "YouTube videos are crucial for developing grammatical patterns and building vocabulary," shows that 75% of students find YouTube videos significant for improving these two aspects of speech. Only 11% do not agree with this, and 14% are neutral. Almurashi (2016) again emphasizes that there are a reasonable number of students who believe that YouTube videos can simplify classes, as they have audio and digital effects, making them more realistic and understandable. In addition, the audiovisual effects in YouTube videos can help learners grasp the hidden meanings of some references and idioms in the English language and sources available in the library.
The point of the researchers through this study is to investigate how effective YouTube videos can be for the students who capture the material. The questionnaire elements address this and determine the positive feelings and experiences of the students. Therefore, these findings should be taken into account when applying technology in classrooms to improve the teaching-learning process. Providing recommendations and suggestions is a priority for this research, as it is a real attempt to reduce the challenges that hinder the Iraqi educational field. As the results show, students find learning through YouTube interesting, informative, important for improving language skills and more flexible in handling.
Conclusion
Teachers can not leave YouTube outside the educational process, as it has all the advantages of a more beneficial and exciting teaching experience. YouTube videos should be an integral and complementary part of the learning process at the same time. Students find the use of YouTube videos enjoyable. Such videos increase the understanding of academic materials and improve the performance of students. Students take the YouTube videos of the students seriously as a teaching tool because they take notes and have a reasonable amount of time for the videos in their head. Students have a strong motivation to use YouTube videos in classrooms, provided they confirm that it is a MUST. Also, students believe that YouTube videos improve their language skills and aspects, especially that they prefer videos created by native speakers. YouTube videos help students to approach the culture of the language to be learned through the authentic material. Therefore, YouTube videos are vital to the educational process, and further studies should focus on improving them to serve more purposes.
Recommendations:
1. The education system in Iraq must find solutions to the shortcomings in the use of technology in education.
2. Teachers and educators need to improve their skills in using technology in the learning process.
3. Teachers must pay attention to what videos to show students; videos must be informative, appropriate, inspiring and exciting.
4. The use of YouTube should be a MUST in classrooms, as it attracts the attention of students and corresponds to their interests.
5. Students should be encouraged to use YouTube to improve their English language skills.
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