USING YOUTUBE TO IMPROVEEFL READING COMPREHENSION AMONG VOCATIONAL

Nuramah Hayikaleng, Subadrah Madhwa Nair, Hariharan N Krishnasamy

Abstract


In Thailand, YouTube has not been widely used for educational purposes especially in Narathiwat. The purpose of  this  study was to  investigate  the  effects of using YouTube  on EFL reading comprehensionamong vocational students. A  quasi-experimental  design  was  adopted.  Two  groups  of  first  year  vocational students at Narathiwat Technical College were purposefully assigned to the experimental and the control groups. The instruments used in this study were pre-test and post-test. Students in the experimental group were taught reading comprehension using YouTube and the students in the control group were taught using conventional method. The results showed positive effects of using YouTube. Therefore, YouTube  should be considered  as  an  effective  instructional  tool  for  improving English reading comprehension and as an important teaching resource in English classrooms.


Keywords


YouTube; EFL; Reading comprehension; Quasi-experimental design; Conventional method

Full Text:

PDF

References


Alwehaibi, (2015). The impact of using YouTube in EFL classroom on enhancing EFL students' content learning. Journal of college teaching & learning,12 (2), pp. 121-126.

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,

Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Balan, S. (2012). The effects of video and static visuals on students’ reading Comprehension and motivation. Thesis submitted in fulfillment of the Requirements for the degree of Master of education (unpublished).

Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.

Chomchaiya, C. (2014). An investigation into the development of English language readingcomprehension among Thai undergraduate students using an online blended learning approach. This thesis is presented for the degree of Doctor of Philosophy.

Choomthong, D. (2014). Preparing Thai students' English for the ASEAN economiccommunity: some pedagogical implications and trends. Language Education and Acquisition Research Network (LEARN) Journal.7 (1): 45-57.

Crystal, D. (2003). English as a global language. (2nd ed.). Cambridge: CambridgeUniversity Press.

Dorkchandra (2010). Enhancing English reading comprehension through a text Structurereading strategy CALL program. Doctoral thesis in English language studies, Suranaree University of Technology, Thailand.

Fee, A. & Budde-Sung, E.K. (2007). Using Video Effectively in Diverse Classes: What Students Want. Journal of Management Education pp.1 –32.

Hayikaleng, N. (2011). Comparisons of problems in teaching English at upper secondarylevel between public schools and Islamic private schools in Narathiwas. Thesis submitted in fulfiment of the requirements for the degree of Master of Art (unpublished).

Jaturongkachoke, K. & Chanseawrassamee, S. (2013). Powerful Impact of YouTube uponPresentation Skill Development of MBA Students. Journal of Modern Education Review, 3 ( 1), pp. 30–47.

Jehdo, K. (2009). The relationship between English ability, attitudes, and motivation of thefirst year PSU students from Islamic religious schools. Thesis submitted in fulfiment of the requirements for the degree of Master of Art (unpublished).

June, S., Yaacob, A. & Kheng, Y. (2014). Stimulating critical thinking among tertiary studentsthrough YouTube videos and interactive activities: A reflective journey. Proceeding of the Social Sciences Research ICSSR 2014 (e-ISBN 978-967-11768-7-0). 9-10 June 2014, Kota Kinabalu, Sabah, MALAYSIA. Organized by http://WorldConferences.net

Kasemsap, B. & Lee, H.Y. (2015). The Reading Matrix: An International Online Journal, 15(2), pp. 101-117.Kongkerd, W. (2013). Teaching English in the era of English used as a lingua franca inThailand. Retrieved September 12, 2015, from http://www.bu.ac.th/knowledgecenter/executive_journal/oct_dec_13/pdf/aw01.pdf

Noom-ura, (2013) English-Teaching Problems in Thailand and Thai Teachers’ ProfessionalDevelopment Needs. English Language Teaching, 6 (11); 2013.

Sawangsamutchai, Y. & Rattanavich, S. (2016). A Comparison of Seventh Grade ThaiStudents’ Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher’s Manual. Online Published: March 1, 2016 doi: 10.5539/elt.v9n4p54 URL: http://dx.doi.org/10.5539/elt.v9n4p54

Simpson, J. (2011). Integrating project-based learning in an English languagetourism classroom in a Thai university (Doctoral Dissertation, Australian Catholic University, Sydney, Australia).Retrieved fromhttp://dlibrary.acu.edu.au/digitaltheses/public/adt cuvp309.29062011/02whole.pdf

Singhakhachorn, S. (2014). Development of Learning and Teaching by Social Network.The Asian Conference on Society, Education, and Technology 2013.

Bansomdejchaopraya Rajabhat University. Retrieved fromhttp://e-jodil.stou.ac.th

Subadrah, M.N., M.N. Norain. (2004). Panduan membina soalan kefahaman bacaan muridmengikut aras kadsonomi Barret. Digest Pendidik. Vol 4, 2, Pusat Pengajian Ilmu Pendidikan, Univeriti Sains Malaysia.

Tamrackitkun, K. (2010). Extensive Reading: An Empirical Study of Its Effects on EFL ThaiStudents’ Reading Comprehension, Reading Fluency and Attitudes. Thesis Submitted in Partial Fulfilment of the Requirements of the Degree of Doctor of Philosophy, April 2010.

Uraiman, Y. (2011). Developing secondary school students’ reading ability and motivationusing an extensive reading program. Presented in partial fulfillment of requirements for the master of art degree.

Urbanovič, J., & Wilkins, S. (2013). Internationalisation as a strategy to improve the qualityof higher education in small states: Stakeholder perspectives in Lithuania. Higher Education Policy, 26, pp. 373-396.

Woo, Y., Herrington, J., Agostinho, S., & Reeves, T. C. (2007). Implementingauthentic tasks in web-based learning environments. Educause Quarterly, 30(3), pp. 36–43.




DOI: http://dx.doi.org/10.21070/picecrs.v1i1.507

Refbacks

  • There are currently no refbacks.




Copyright (c) 2017 Proceedings of the ICECRS

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.