CALL Curriculum and Instruction for ESL/EFL Pedagogy--Formal Online Teaching by YouTube
Author: Lin, Grace Hui Chin
Date: 2021-11-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Computer Assisted Instruction,Instructional Materials,Video Technology,Undergraduate Students,Cooperative Learning,Student Attitudes,Telecommunications,Handheld Devices,Time Management,Grammar,Animation,Preferences,Homework,Attendance,Computer Mediated Communication,COVID-19,Pandemics,Foreign Countries,Online Courses

This presentation suggests the international readers to apply YouTube (Albahlal, 2019; Jackman, 2019; Maziriri, 2020) as the auxiliary material for students. In the research of this study, university students cooperate to prove this point. The methodology of this project is by quantitative study and narratively qualitative study. In middle part of Taiwan, interactively narrative interviews were conducted by face-to-face mode, in four classes, during 2015-2016 and in one in 2021. Its procedures were recorded by camera in the classrooms set up by the schools. In two university of middle west Taiwan, a technology school and a formal school, college students as well as the students were taught to speak in English, using the author's as well as their teacher's YouTube channels containing teaching and learning materials. In college English courses at two schools (N=51+49+89=189, 2015-2016 &amp; N=98 2020-2021 in two school, in four classes using more than two years) in Yunlin and Changhwa, of Taiwan, and one sophomore class and courses (2020-2021, N=98) in Yunlin, this research project by YouTube channels of the instructor as well as the author, has discovered its efficiency and effectiveness. In the five classes in two periods, the university students in two universities were decidedly motivated to participate and accept to use the updated way of learning and teaching. Most adult students believed they have more study intention by using cell phones and they tended to support this updated pedagogy of teaching. That implies, they require their cell phone to study English and actually their payment to the telecom company can be resorted to the usage of study. This could sound more suitable and appropriate. This study applied students' cell phone to a purpose of study instead of playing games or social interaction, it suggests using YouTube to study English as a second or a foreign language is a good excuse to hold a cell phone for a longer time. Also, USA Today (2006-present), the newspaper ever reported the YouTube serves up 100 million videos a day online. Internet World Stats (2007-present) also agree the above point. Based on students' narrative statements and the transcribed and coded texts in to several themes. The processes of the study, including interviews and online study class time, were all recorded and collected. By the teacher's video camera in the interview, and the camera set up in the classroom by the principles of the schools, this on-line course as well as the YouTube pedagogy is useful to diverse institutes, including telecom companies, and educational institutes. The themes resulted by the four classrooms from the interview themes concluded were: (1) Animation images were preferred for language learning from students' views; and (2) Grammatical structures of the instructors' own recordings by the animation images were comprehended, understood and learnt in an interesting fashion. That is to say, the contents in the YouTube on the teacher's web pages were directly relevant to their proficiency tests. Also, the cell phone convenience made their learning very beneficial. The functions of leaving messages can be applied to submit homework and the clicking on &quot;like&quot; marks, can show their attendances to read the material that are directly related to their graduation criteria. The advantage the students mentioned is its (1) Motivation-stirring in and outside of their English classrooms; and (2) Proving their attendance of studying for about ten to eighteen hours each week that the teacher can find data from her side. Generally speaking, the two university students tended to write positive comments, regarding to the use of this technology, that are bought by their teachers or schools. Pedagogical considerations for enhancing learning outcomes via the technology by the uses of YouTube as a source of auxiliary material in English classrooms are provided in this research. This study implies the YouTube should be used to teach and for students to leave their comments in English, to show attendances, especially due to the dangerous disaster of COVID-19 (Teräs, M., et al., 2020). This study clarifies the debate for the usage of on-line study (Tohe, 2021).