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24G.B. Suyunova
USING YOUTUBE VIDEOS TO TEACH SPEAKING SKILLS IN THE CLASS
In the English as a Foreign Language classroom, genuine content encourages students to use real language or speech, especially in listening. YouTube is a source of real content that can help students concentrate more on listening. This article is dedicated that YouTube videos can help students enhance their listening abilities by providing a variety of benefits. I found that students' listening abilities may be improved by watching YouTube videos, which has several advantages. It is discussed that YouTube is a resource that provides content to help students concentrate more on listening. Students' confidence, enjoyment of the learning process, making the learning process more interesting, and raising students' interest in learning are all benefits of YouTube videos, according to this study.
Key words: YouTube, learning tool, teaching listening skills, enjoyment, learning process, English language.
Introduction
Teaching is an action that tries to develop students' knowledge, character, and conduct for them to become good individuals with a positive mindset by matching understanding and explanation with a specific foundation. English is a highly improved foreign language, and English is taught at most higher education institutions. Furthermore, even if listening is not a language skill, it is significant for language learners since it affects recognition and productivity when learning a language.
As mentioned by DeWitt et al., it said that YouTube has evolved into a social media platform because of film sharing, comments, and other forms of participation (2013). YouTube primarily creates knowledge and gives multimedia learning opportunities. When learners have a whole experience, that is, when they see, hear, and do, their capacity to recall and understand improves. Students' knowledge levels are greater than 75% when they see, hear, and produce materials during instruction, compared to 20% for learners who just comprehend during preparation and 40% for those who only see and hear during instruction (Lindstrom, 1994). YouTube video, as previously said, is an alternative media for language learning that provides audio-visual content. This study examines the role of YouTube in the academic process, as well as how language teachers might use it to assist students improve their English language especially Listening skills.
YouTube videos as a source of educational material
Video resources have the potential to be a great way to learn a new language. Students may be more engaged in the learning process if YouTube material is used. According to Berk (2009, p.2), video (YouTube) has a powerful influence on the mind and senses, which might assist the instructor motivate and draw students when teaching listening comprehension. YouTube contains a wide variety of videos that are easy to download and select. The majority of the content is available for download at no cost.
According to Berk (2009), such potentials may be seen as an acceptable way for teaching listening since the films can make the students have fun and enjoy the lesson. For beginners and visual learners, Mayer's research found that the simultaneous presentation of verbal and visual content, such as in movies with integrated conversation or narration, is most successful. In other words, using significant video clips in the classroom may be best suited for initial courses, presenting complicated themes in any course, lower-achieving students, and visual/spatial learners. To summarize, there are several goals for teaching listening using YouTube materials: for its own sake, for comprehension of spoken language, as a language model, for understanding cultural difficulties, as a stimulus or input for future tasks, or as a moving picture book. Students appear to be able to absorb words more easily when utterances are accompanied by visuals or movements when they listen and watch native speakers speak. Berk (2009) mentioned the following possible effects of utilizing a video clip or YouTube to teach: (1) draw students' attention; (2) focus students' attention; (3) generate interest in class; (4) create a sense of anticipation; (5) energize or relax students for a learning exercise; (6) engage students' imagination; (7) improve attitudes toward content and learning; (8) build a connection with other students and instructor; (9) increase content memory; (10) increase understanding: (11) inspire and motivate students; (12) stimulate the flow of ideas; (13) foster deeper learning; (14) provide an opportunity for freedom of expression; (15) serve as a vehicle for collaboration; (16) inspire and
© G.B. Suyunova, 2022.
motivate students; (17) make learning fun; (18) set an appropriate mood or tone; (19) reduce anxiety and tension on scary topics; and (20) create memorable visual images
YouTube has been shown to have an important role in education in a variety of studies. As said by Antonio and Tuffley in 2015, they proposed that YouTube be used as a portable classroom. "YouTube gives rapid and entertaining access to language and culture-based films and training from all around the world," Terantino (2011) noted. YouTube's accessibility and versatility make it a powerful tool that normally provides free material to anybody with an Internet connection. YouTube may also be seen of as a window that allows individuals to see the world from a different viewpoint and expand their horizons.
As stated by Terantino in 2011, he said that students and instructors may easily watch and publish videos on YouTube because it is free. Teachers from all over the globe have formed their own YouTube channels and routinely publish instructional films that a large number of students find beneficial. "YouTube gives rapid and pleasant access to language and culture-based videos and training from all around the world,". It has promise for usage in online education, since it has been studied by a number of academics, including (Burke & Synder, 2008; Alimemaj 2010). YouTube has a wealth of culturally genuine materials that can encourage students to connect with popular cultures in an educational capacity through English language films. To summarize, YouTube videos have a bright future in English language classrooms. YouTube videos have improved students' English language abilities, particularly listening comprehension, by bringing up a new world for a more fascinating and productive learning environment in Libyan EFL classes. Students were able to study and practice the language in a way that was similar to that of native English speakers thanks to authentic YouTube videos. Furthermore, YouTube videos encouraged students to view and study English language videos both in and out of the classroom, allowing them to build their learning autonomy.
As explained by Arndt (2014), research on Online Informal English Acquisition has discovered that social media can aid language learning, particularly in the area of vocabulary. YouTube is included under the term "social media," which refers to any website that allows a group of people to interact. According to Qiao (2016), movies are usually effective for teaching theories underlying phenomena and make the explanation entertaining and simple. Because of its diversity and entertaining value, we all know that using YouTube as a language tool may significantly improve learning outcomes.
This research is aimed at how language teachers may use YouTube to help students improve their English language abilities, particularly their listening skills:
The use of video in teaching listening has a substantial impact on students' ability to grasp the content or context of the subject they are studying. Teachers can't leave YouTube out of the classroom since it provides all of the benefits of a more valuable and exciting teaching experience. YouTube videos should be a component of the learning process that is both current and enlarged. The usage of YouTube videos is enjoyable for students. These films help students grasp academic content and improve their presentation skills. Since they are taking notes and have a real time period for the films in their perspective, students use YouTube videos deliberately as an instructional tool. Students are so enthusiastic about utilizing YouTube videos in the classroom that they believe it is a must. Furthermore, students feel that YouTube videos improve their language abilities, particularly their listening skills, and they prefer videos provided by native speakers. Students can learn about the culture of the language they are studying by watching YouTube videos. As a result, YouTube videos are critical for the educational process, and future research should focus on how to improve them in order to profit from increased interest.
To sum up, the researcher's conclusions for this study are as follows: first, the instructor should consciously vary their regular approach of teaching listening to make it more enjoyable for their pupils. Second, as a facilitator, the teacher should explain the content to their pupils and provide interesting opportunities for them to develop their intellect. Third, the instructor should use video as a valuable tool for improving and achieving the objective of learning to listen since it will benefit the pupils. Lastly, one of the features of teaching language, particularly in a foreign language, is teaching listening. As a result, the teacher must be able to create unique and novel approaches to engage their students.
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SUYUNOVA GULZODA BAXRIDDIN QIZI - Master's degree student at the Samarkand State Institute of Foreign Languages.
