EFL LEARNERS’ PERCEPTIONS, MOTIVATION, AND SELF-DIRECTED LEARNING IN STRUCTURED YOUTUBE-BASED SPEAKING PRACTICE

Nguyen Tran Nhu Hao, Kim Thanh Tuyen

Abstract


This study explored EFL learners’ perceptions of structured YouTube-based speaking practice and the levels of motivation and self-directed learning they reported after a 12-week program at Tay Do University, Vietnam. Participants were 35 second-year non-English-major Finance and Banking undergraduates who completed the YouTube-based condition. Data came from three six-item questionnaire subscales and semi-structured interviews with 10 purposively selected participants. Questionnaire responses were summarized descriptively, and the interview findings were organized according to the thematic analysis reported in the research. Learners reported positive perceptions (M = 4.06, SD = 0.45) and motivation (M = 3.83, SD = 0.50), while self-directed learning was less strongly endorsed (M = 3.57, SD = 0.47). The three interview themes were structured self-practice routines, perceived gains in pronunciation and fluency, and growing confidence to speak. Participants described repeated viewing, caption use, shadowing, self-recording, and preparation of spoken responses. However, following a prescribed routine did not necessarily mean independently planning and evaluating learning. The findings suggest that favorable attitudes and motivation can coexist with a continuing need for support in self-directed learning. Interpretation is limited by the small, single-institution sample, post-intervention self-report design, and marginal internal consistency of the self-directed learning subscale (α = .69). Gradual transfer of responsibility, explicit self-monitoring support, and further validation of the measure are recommended.

Keywords


YouTube; learner perceptions; motivation; self-directed learning; EFL speaking practice

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v10i3.7063

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