Integrating YouTube into EAP Pedagogy to Foster Students’ Academic Speaking Competence in EFL Classrooms

Authors

  • Ida Maulida Universitas Subang, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i1.9460

Keywords:

YouTube, English for Academic Purposes (EAP), academic speaking, CEFR, multimodal learning

Abstract

The increasing demand for English for Academic Purposes (EAP) proficiency requires EFL learners to develop advanced academic speaking skills. However, limited exposure to authentic academic discourse remains a major challenge. Digital platforms such as YouTube may provide multimodal input to support speaking development.This study examines whether integrating YouTube into EAP pedagogy improves students’ academic speaking competence.  A quasi-experimental pre-test–post-test non-equivalent control group design was used with N = 14 university EFL students (n = 7 per group) over 8 sessions (one semester). Data were collected through CEFR-based speaking tests, audio/video recordings, and rater scores, with an additional Likert-scale questionnaire for the experimental group. Quantitative data were analyzed using paired- and independent-samples t-tests, and N-gain scores; qualitative support came from learner perception data.Both groups improved significantly; however, the experimental group showed larger gains (M_pre = 61.14, SD = 2.41; M_post = 81.57, SD = 2.64) than the control group (M_pre = 61.00, SD = 2.16; M_post = 68.57, SD = 1.72). Paired t-tests indicated significant improvement in the experimental group, t(6) = −55.38, p < .001, with a large effect. N-gain scores were moderate for the experimental group (52.75%) and low for the control group (19.41%). Questionnaire results indicated positive perceptions (M ≈ 4.43–4.71).Findings suggest that YouTube integration may enhance academic speaking through authentic input and multimodal learning. Pedagogically, structured video-based tasks are recommended in EAP instruction. However, results should be interpreted cautiously due to the small sample size and non-random assignment.

Author Biography

Ida Maulida, Universitas Subang

Universitas Subang

References

Abidin, Z. (2021). The effect of YouTube on speaking ability of senior high school students, 49(2).

Alwehaibi, H. O. (2015). The impact of using YouTube in EFL classroom on enhancing EFL students’ content learning. Journal of College Teaching & Learning, 12(2), 121–126. https://doi.org/10.19030/tlc.v12i2.9182

Amal, M. I., Yamin, M., & Rosalina, E. (2025). The effectiveness of using YouTube as a medium for teaching EFL in improving students’ speaking skills: A systematic review, 8(2).

Budiyanti, K. (2023). EFL students’ perception on the use of YouTube videos to encourage their speaking skill. Indonesian Journal of Integrated English Language Teaching, 8(2), 40. https://doi.org/10.24014/ijielt.v8i2.21093

Hamp-Lyons, L. (2007). The impact of EAP oral assessment criteria on teaching and learning. Journal of English for Academic Purposes, 6(3), 152–168.

Hamp-Lyons, L., & Hyland, K. (2002). Assessing second language writing. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 145–170). Cambridge University Press.

Heigham, J., & Croker, R. A. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan.

Hismanoglu, M. (2012). The impact of globalization and information technology on language education policy in Turkey. Procedia - Social and Behavioral Sciences, 31, 629–633. https://doi.org/10.1016/j.sbspro.2011.12.115

Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.

Ilyas, M., & Putri, M. E. (2020). YouTube channel: An alternative social media to enhance EFL students’ speaking skill. J-SHMIC: Journal of English for Academic, 7(1), 77–87. https://doi.org/10.25299/jshmic.2020.vol7(1).4141

Jalaluddin, M. (2016). Using YouTube to enhance speaking skills in ESL classroom.

Jordan, R. R. (2020). Academic speaking: A handbook for international students. Routledge.

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.

Khoiroh, S. A. (2021). Using YouTube for speaking in online learning: EFL students’ perception and difficulties, 9(2).

MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2017). Fluency in L2 speech production. Journal of Second Language Speaking Research, 3(1), 45–68.

Maulida, I. (2021). Implementation of English learning using speech recognition technology. MBI Journal. https://binapatria.id/index.php/MBI/article/view/423

Maulida, I. (2024). The need analysis of material design in English teaching on ESP program, 18(11).

Maulida, I., Aminah, M., & Hermawan, V. S. (2023). The effect of students’ motivation in the ESP classroom through learning English achievement on students’ computer science.

Musdayanti, Sudewi, P. W., & Nurhaeni. (2024). YouTube for EFL students: Perceptions on building speaking confidence. GLENS: Global English Insights Journal, 1(2), 89–97. https://doi.org/10.61220/glens.v1i2.350

Muslem, A. (2021). Students’ perception toward oral corrective feedback in speaking classes: A case at English education department students. International Journal of Language Education, 5(4), 244–259. https://doi.org/10.26858/ijole.v5i4.19010

Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle.

Rastari, K. L. (2023). YouTube as instructional media in promoting EFL Indonesian students’ speaking skill, 11(1).

Rohmah, A. A. (2022). The use of TED Talks videos for learning public speaking by English department students, 10(1).

Rossman, G. B., & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research. SAGE Publications.

Saed, H. A., Haider, A. S., Al-Salman, S., & Hussein, R. F. (2021). The use of YouTube in developing the speaking skills of Jordanian EFL university students. Heliyon, 7(7), e07543. https://doi.org/10.1016/j.heliyon.2021.e07543

Sudrajad, W., Jauhari, I., & Pigai, Z. K. (2022). Enhancing students’ speaking skill through YouTube video in pandemic era, 2.

Truong, N. K. V., & Le, Q. T. (2022). Utilizing YouTube to enhance English speaking skill: EFL tertiary students’ practices and perceptions. AsiaCALL Online Journal, 13(4), 7–31. https://doi.org/10.54855/acoj.221342

Zulaefa, R. F., & Rizal, D. (2023). The use of YouTube as a supplementary resource in students’ speaking skills. Ahmad Dahlan Journal of English Studies, 10(1). https://doi.org/10.26555/adjes.v10i1.302

Downloads

Published

2026-04-02

How to Cite

Maulida, I. (2026). Integrating YouTube into EAP Pedagogy to Foster Students’ Academic Speaking Competence in EFL Classrooms. AL-ISHLAH: Jurnal Pendidikan, 18(1), 566–580. https://doi.org/10.35445/alishlah.v18i1.9460

Issue

Vol. 18 No. 1 (2026): MARCH 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.