Research Article
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THE DEVELOPMENT OF ORACY SKILLS IN AN EFL CONTEXT USING YOUTUBE VIDEOS: A CASE STUDY

Year 2021, Volume: 7 Issue: 21, 550 - 559, 31.12.2021
https://doi.org/10.18769/ijasos.1019518

Abstract

The present study aims to examine the effectiveness of YouTube videos in the oracy skills of a young learner through the implementation of differentiated instruction. The research which was conducted was a case study and qualitative data were collected through the use of semi-structured interviews. Action research was also conducted through a series of ten YouTube-video based lessons grounded with the principles of differentiated instruction. The efficiency of the methods and approaches which were implemented were verified by the results of the pre- and post-listening and speaking test that was applied before and after the intervention of the ten lessons. To triangulate the study, qualitative research was conducted in the form of semi-structured interviews to the student and his mother before and after the intervention. The findings showed that there was an improvement in the student’s performance as regards the listening, the speaking, and the grammar-lexis structure skills.

References

  • Albahlal, F. S. (2019). The impact of YouTube on Improving Secondary School Students’ Speaking Skills: English Language Teachers’ Perspectives. Journal of Applied Linguistics and Language Research, 6th, 1-17.
  • Alexander, R. J. (2012) Improving Oracy and Classroom Talk in English Schools: Achievements and Challenges. Extended and referenced version of a presentation given at a Department for Educational seminar on Oracy, the National Curriculum and Educational Standards. London, 20 February 2012. Alimemaj, Z. (2010). YouTube, language learning and teaching techniques. Anglo Higher, vol. 2
  • Allen, M. (2017). The SAGE encyclopedia of communication research methods. Los Angeles, CA: SAGE Publications, Inc.
  • Anisimova, T., & Thomson, B. (2021). Enhancing multi-method research methodologies for more informed decision-making.
  • Argawati, N.O.(2014). Improving students’ speaking skills using group discussion (Experimental Sudy on the first grede students of senior high school). ELTIN Journal, vol. 2.
  • Barrs, K.,(2012). Fostering computer-mediated L2 interaction beyond the classroom. Language learning & Technology, vol. 13.
  • Baxter, P., & Jack, S. (2015). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report. doi: 10.46743/2160-3715/2008.1573.
  • Byrnes, H. (2007). Developing National Language Education Policies: Reflections on the CEFR. The Modern Language Journal, vol.91 .
  • Canning-Wilson,C.,2000. Practical Aspects of Using Video in the Foreign Language Classroom, The Internet TESL Journal, vol. VI.
  • Castellan C. M. (2010). ‘Quantitative and qualitative research: A view for clarity’. International Journal of Education, vol.2.
  • Chang,C.,&Chang,C.K.(2014). Developing Students’ListeningMetacongitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity. The EUROCALL Review. Vol.22 .
  • Council of Europe (2001). Common European framework of reference for languages: learning, teaching, assessment.
  • Cambridge: Cambridge University Press Council of Europe (2021).
  • Common European Framework of Reference for Languages: Learning, Teaching, Assessment-Companion Volume.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, Calif.: Sage Publications.
  • Deng, L. & Yuen, A.(2010). Towards a framework for educational affordances of blogs. Computers &Education, vol. 56.
  • Dimitrov. D. M. &Rumrill, Jr, P. D. (2003). ‘Pretest- posttest designs and measurement of change’. In IOS Press, vol. 20.
  • Ebneyamini, S., & Sadeghi Moghadam, M. R. (2018). Toward Developing a Framework for Conducting Case Study Research. International Journal of Qualitative Methods.
  • Gerring, J.(2011). The Case Study: What it is and What it Does. In The Oxford Handbook of Political Science.: Oxford University Press.
  • Goh, C.(2014). Reconceptualising second language oracy instruction: Metacognotive engagement and direct teaching in listening and speaking. The Asian Journal of English Language and Pedagogy.
  • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research: Special Issues, vol.23. Hughes, R. (2002). Teaching and Researching Speaking. New York: Pearson Education.
  • Jackson, D. (2014). ‘Business graduate performance in oral communication skills and strategies for improvement.’ International Journal of Management in Education, vol.12.
  • Jalaluddin, M. (2016). Using YouTube to Enhance Speaking Skills in ESL Classroom. English for Specific Purposes World, vol.17 .
  • Jones, A.(2004). A Review of the Research Literature on Barriers to the Uptake of ICT by Teachers. BectaICT Research (British Educational Communications and Technology Agency).
  • Kaldahl, A.G., Bachinger,A., Rijlaarsdam,G.(2019). Oracy matters. Introduction to the special issue on oracy.Editorial to a special issue on Assessing Oracy, edited by Anne-Grete Kaldahl, Antonia Bachinger, and Gert Rijlaarsdam. L1-Educational Studies in Language and Literature, vol.19.
  • Karavas, K. (2009). THE KPG SPEAKING TEST IN ENGLISH: A HANDBOOK. RCeL Publications, University of Athens.
  • Kuehn, P.R. (2019). Function and Importance of Pre and Post-Tests.
  • Laforest, J.(2009). Guide to Organizing Semi-Structured Interviews with key Informant, Charting a Course to Safe Living. Vol.1. Quebec.
  • Lee, L. (2010). Fostering reflective speaking and interactive exchange through blogging in an advanced language course. ReCALL, vol. 22.
  • Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Language Teaching, vol. 3. Nunan,D.,(1999). Second Language Teaching & Learning. Boston: Newbury House Teacher Development.
  • Oddone, C. (2011). Using Videos from YouTube and Websites in the CLIL Classroom. Studies About Languages, 0(18). doi: 10.5755/j01.sal.0.18.417 .
  • Palmer, C., &Bolderston, A. (2006). A Brief Introduction to Qualitative Research. Canadian Journal Of Medical Radiation Technology, vol. 37.
  • Polit, D. & Beck, C. (2006). Essentials of Nursing Research. Methods, Appraisal, and Utilization. Sixth edition. Lippincott Williams and Wilkins, Philadelphia PA.
  • Riswandi, D. (2016). Use of YouTube-Based Videos to Improve Students’ Speaking Skills. Paper presented at The 2nd International Conference on Training and Education, SebelasMaret University.
  • Sherman,J.(2003). Using Authentic Video in the Language Classroom. Cambridge: Cambridge University Press.
  • Silviyanti,T. (2014). Looking into EFL Students’ Perceptions in Listening by Using English Movie Video on YouTube. Studies in English Language and Education, vol.1 .
  • Slaouti, D., Kanellopoulou, M.(2005). Educational Technology in English Language Teaching.(Volume 1). Patras: Hellenic Open University.
  • Snelson, C., & Perkins, R.A. (2009). From silent on film to YouTube: Tracing the historical roots of motionpicture technology in Education. Journal of Visuals Literacy. vol.28 .
  • Tomasello, M. (2010). Origins of human communication. MIT Press. Google Scholar.
  • Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
  • Vygotsky, L. S. (1962). Thought and Language.Cambridge, MA: MIT Press.
  • Wagner,E. (2007). Are they watching? Test-taker viewing behavior during an L2 video listening test. Language Learning and Technoloy,vol.1K.
  • Watkins,J.,& Wilkins, M. (2011). Using YouTube in the EFL Classroom. Language Education in Asia,vol.2 .
  • Wilkinson, A. (1965). The Concept of Oracy . Educational Review, vol. 17.
  • Wilkinson, A. (1965). Spoken English. Birmingham: University of Birmingham Press.
Year 2021, Volume: 7 Issue: 21, 550 - 559, 31.12.2021
https://doi.org/10.18769/ijasos.1019518

Abstract

References

  • Albahlal, F. S. (2019). The impact of YouTube on Improving Secondary School Students’ Speaking Skills: English Language Teachers’ Perspectives. Journal of Applied Linguistics and Language Research, 6th, 1-17.
  • Alexander, R. J. (2012) Improving Oracy and Classroom Talk in English Schools: Achievements and Challenges. Extended and referenced version of a presentation given at a Department for Educational seminar on Oracy, the National Curriculum and Educational Standards. London, 20 February 2012. Alimemaj, Z. (2010). YouTube, language learning and teaching techniques. Anglo Higher, vol. 2
  • Allen, M. (2017). The SAGE encyclopedia of communication research methods. Los Angeles, CA: SAGE Publications, Inc.
  • Anisimova, T., & Thomson, B. (2021). Enhancing multi-method research methodologies for more informed decision-making.
  • Argawati, N.O.(2014). Improving students’ speaking skills using group discussion (Experimental Sudy on the first grede students of senior high school). ELTIN Journal, vol. 2.
  • Barrs, K.,(2012). Fostering computer-mediated L2 interaction beyond the classroom. Language learning & Technology, vol. 13.
  • Baxter, P., & Jack, S. (2015). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report. doi: 10.46743/2160-3715/2008.1573.
  • Byrnes, H. (2007). Developing National Language Education Policies: Reflections on the CEFR. The Modern Language Journal, vol.91 .
  • Canning-Wilson,C.,2000. Practical Aspects of Using Video in the Foreign Language Classroom, The Internet TESL Journal, vol. VI.
  • Castellan C. M. (2010). ‘Quantitative and qualitative research: A view for clarity’. International Journal of Education, vol.2.
  • Chang,C.,&Chang,C.K.(2014). Developing Students’ListeningMetacongitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity. The EUROCALL Review. Vol.22 .
  • Council of Europe (2001). Common European framework of reference for languages: learning, teaching, assessment.
  • Cambridge: Cambridge University Press Council of Europe (2021).
  • Common European Framework of Reference for Languages: Learning, Teaching, Assessment-Companion Volume.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, Calif.: Sage Publications.
  • Deng, L. & Yuen, A.(2010). Towards a framework for educational affordances of blogs. Computers &Education, vol. 56.
  • Dimitrov. D. M. &Rumrill, Jr, P. D. (2003). ‘Pretest- posttest designs and measurement of change’. In IOS Press, vol. 20.
  • Ebneyamini, S., & Sadeghi Moghadam, M. R. (2018). Toward Developing a Framework for Conducting Case Study Research. International Journal of Qualitative Methods.
  • Gerring, J.(2011). The Case Study: What it is and What it Does. In The Oxford Handbook of Political Science.: Oxford University Press.
  • Goh, C.(2014). Reconceptualising second language oracy instruction: Metacognotive engagement and direct teaching in listening and speaking. The Asian Journal of English Language and Pedagogy.
  • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research: Special Issues, vol.23. Hughes, R. (2002). Teaching and Researching Speaking. New York: Pearson Education.
  • Jackson, D. (2014). ‘Business graduate performance in oral communication skills and strategies for improvement.’ International Journal of Management in Education, vol.12.
  • Jalaluddin, M. (2016). Using YouTube to Enhance Speaking Skills in ESL Classroom. English for Specific Purposes World, vol.17 .
  • Jones, A.(2004). A Review of the Research Literature on Barriers to the Uptake of ICT by Teachers. BectaICT Research (British Educational Communications and Technology Agency).
  • Kaldahl, A.G., Bachinger,A., Rijlaarsdam,G.(2019). Oracy matters. Introduction to the special issue on oracy.Editorial to a special issue on Assessing Oracy, edited by Anne-Grete Kaldahl, Antonia Bachinger, and Gert Rijlaarsdam. L1-Educational Studies in Language and Literature, vol.19.
  • Karavas, K. (2009). THE KPG SPEAKING TEST IN ENGLISH: A HANDBOOK. RCeL Publications, University of Athens.
  • Kuehn, P.R. (2019). Function and Importance of Pre and Post-Tests.
  • Laforest, J.(2009). Guide to Organizing Semi-Structured Interviews with key Informant, Charting a Course to Safe Living. Vol.1. Quebec.
  • Lee, L. (2010). Fostering reflective speaking and interactive exchange through blogging in an advanced language course. ReCALL, vol. 22.
  • Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Language Teaching, vol. 3. Nunan,D.,(1999). Second Language Teaching & Learning. Boston: Newbury House Teacher Development.
  • Oddone, C. (2011). Using Videos from YouTube and Websites in the CLIL Classroom. Studies About Languages, 0(18). doi: 10.5755/j01.sal.0.18.417 .
  • Palmer, C., &Bolderston, A. (2006). A Brief Introduction to Qualitative Research. Canadian Journal Of Medical Radiation Technology, vol. 37.
  • Polit, D. & Beck, C. (2006). Essentials of Nursing Research. Methods, Appraisal, and Utilization. Sixth edition. Lippincott Williams and Wilkins, Philadelphia PA.
  • Riswandi, D. (2016). Use of YouTube-Based Videos to Improve Students’ Speaking Skills. Paper presented at The 2nd International Conference on Training and Education, SebelasMaret University.
  • Sherman,J.(2003). Using Authentic Video in the Language Classroom. Cambridge: Cambridge University Press.
  • Silviyanti,T. (2014). Looking into EFL Students’ Perceptions in Listening by Using English Movie Video on YouTube. Studies in English Language and Education, vol.1 .
  • Slaouti, D., Kanellopoulou, M.(2005). Educational Technology in English Language Teaching.(Volume 1). Patras: Hellenic Open University.
  • Snelson, C., & Perkins, R.A. (2009). From silent on film to YouTube: Tracing the historical roots of motionpicture technology in Education. Journal of Visuals Literacy. vol.28 .
  • Tomasello, M. (2010). Origins of human communication. MIT Press. Google Scholar.
  • Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
  • Vygotsky, L. S. (1962). Thought and Language.Cambridge, MA: MIT Press.
  • Wagner,E. (2007). Are they watching? Test-taker viewing behavior during an L2 video listening test. Language Learning and Technoloy,vol.1K.
  • Watkins,J.,& Wilkins, M. (2011). Using YouTube in the EFL Classroom. Language Education in Asia,vol.2 .
  • Wilkinson, A. (1965). The Concept of Oracy . Educational Review, vol. 17.
  • Wilkinson, A. (1965). Spoken English. Birmingham: University of Birmingham Press.

Details

Primary Language English
Journal Section Articles
Authors

Soumela GEORGİADOU

Makrina ZAFİRİ

Publication Date December 31, 2021
Submission Date November 5, 2021
Published in Issue Year 2021Volume: 7 Issue: 21

Cite

EndNote GEORGİADOU S, ZAFİRİ M (December 1, 2021) THE DEVELOPMENT OF ORACY SKILLS IN AN EFL CONTEXT USING YOUTUBE VIDEOS: A CASE STUDY. IJASOS- International E-journal of Advances in Social Sciences 7 21 550–559.

Contact: ijasosjournal@hotmail.com

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