Students' perceptions regarding the use of Youtube in the EFL classroom : a qualitative study
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Durante la pandemia de Covid 19 se evidenciaron numerosos desafíos para implementar el
aprendizaje a distancia en línea. Por ende, la tecnología ahora más que nunca juega un rol
fundamental en la vida cotidiana de las personas; el aprender inglés como lengua extranjera en
contextos educativos desfavorecidos experimenta la necesidad de implementar recursos
accesibles y universales. En este trabajo de investigación se explora la relación entre el uso de
YouTube y sus efectos en la autoeficacia en los estudiantes durante las clases de inglés en un
colegio subvencionado. En este estudio cualitativo, los datos se recopilaron por medio de diez
entrevistas individuales de un curso de alumnas de 1° medio femenino. Se encontró que los
resultados obtenidos en el proceso de recolección de datos fueron la existencia de numerosos
beneficios al incorporar videos de YouTube en las clases de inglés como una valiosa fuente de
contenido para proporcionar una exposición al idioma y en consecuencia fomentar el
aprendizaje. Primero las percepciones de los estudiantes se basan en el hecho que YouTube es
una fuente reconocida plataforma social muy conveniente durante la modalidad en línea.
Además, los hallazgos en relación al compromiso de las estudiantes debido a su amplia variedad
de temas llamativos y pueden contribuir a éste para facilitar el aprendizaje como primera
instancia. Finalmente, los resultados mostraron que los videos de YouTube son una herramienta
útil, que muestra el uso del idioma en sus hablantes, lo que podría ayudar a un proceso de
modelado para los estudiantes del idioma extranjero. Fue extraído de los resultados que las
estudiantes consideran que YouTube aporte material auditivo que permite contribuir
positivamente a su autoeficacia y proceso de aprendizaje.
During the Covid 19 Pandemic, Chilean schools were faced with numerous challenges in implementing distance online learning. Consequently, now more than ever technology plays a fundamental role in everyday lives; learning English as a foreign language in deprived contexts pushes the implementation of accessible and universal resources. This research study explores the relationship between the use of YouTube and its effects on students’ self-efficacy during lessons in a subsidized school. This qualitative study gathered the data using ten individual faceto-face interviews with a single-sex girl in 9th grade. It was found from the data process that there are several benefits to incorporating YouTube videos in the EFL lessons, such as a valuable source of content to provide language exposure and, as a consequence, foster learning. Students’ perceptions are based on the fact that YouTube is a widely recognizable social platform that was highly convenient during the online mode. Furthermore, the findings regarding students’ engagement are that the platform offers a variety of topics that, as a first instance, could facilitate learning. Finally, the results showed that YouTube videos are a helpful learning tool that displays speakers as users of the language, which could serve as a modeling process for students. It was found that students consider YouTube provided listening material that can positively contribute to their self- efficacy and learning progress.
During the Covid 19 Pandemic, Chilean schools were faced with numerous challenges in implementing distance online learning. Consequently, now more than ever technology plays a fundamental role in everyday lives; learning English as a foreign language in deprived contexts pushes the implementation of accessible and universal resources. This research study explores the relationship between the use of YouTube and its effects on students’ self-efficacy during lessons in a subsidized school. This qualitative study gathered the data using ten individual faceto-face interviews with a single-sex girl in 9th grade. It was found from the data process that there are several benefits to incorporating YouTube videos in the EFL lessons, such as a valuable source of content to provide language exposure and, as a consequence, foster learning. Students’ perceptions are based on the fact that YouTube is a widely recognizable social platform that was highly convenient during the online mode. Furthermore, the findings regarding students’ engagement are that the platform offers a variety of topics that, as a first instance, could facilitate learning. Finally, the results showed that YouTube videos are a helpful learning tool that displays speakers as users of the language, which could serve as a modeling process for students. It was found that students consider YouTube provided listening material that can positively contribute to their self- efficacy and learning progress.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera, Master of Arts in TESOL)
Palabras clave
YouTube (Firma Comercial : Estados Unidos), Inglés, Enseñanza Media, Innovaciones Tecnológicas