Exploring YouTube-Based Learning in Boosting EFL Learners’ Speaking Competence and Learning Autonomy
DOI:
https://doi.org/10.17507/tpls.1502.09Keywords:
EFL teaching, learning autonomy, speaking competence, YouTube-based learningAbstract
The exploration of YouTube-based learning in the context of speaking classes has been limited. However, utilizing YouTube as a learning tool holds the potential for students to improve their speaking skills and English learning autonomy. This study aimed to investigate the impact of utilizing YouTube as a learning platform on the development of students' speaking abilities and English learning autonomy. The present study used a quasi-experimental, with the speaking scoring rubric being applied as the research instrument. The researcher administered pre-and post-tests to assess how the YouTube-based teaching technique affected students' speaking competence and learning autonomy. The research sample consisted of 55 students from the English study program at Universitas Katolik Indonesia Santu Paulus Ruteng, who were selected using a simple random sampling procedure. Findings indicate that the average score of the experimental group (72.69) was higher than the control group (66.15). YouTube-based learning has also successfully promoted students' autonomous speaking practice (4.12), indicating a high level of learning autonomy. The findings suggest the substantial impact of utilizing YouTube as a platform for facilitating the achievement of speaking competence.
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