Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms

Abstract

Purpose Recent advancements in science and technology have led to an emphasis on using technology to make education more interesting. The inclusion of computers, internet and technological media has made education more diverse, vivid and enthusiastic. The use of technology such as YouTube in education stimulates visual and auditory learning, which results in favorable outcomes. The purpose of this paper is to provide a guideline for more systematic utilization of YouTube that has been possible in Saudi EFL classrooms at King Khalid University/Kingdom of Saudi Arabia. Design/methodology/approach YouTube videos that illustrated a variety of special spoken discourse and interaction were selected to widen Saudi EFL students’ socio-linguistic experience. In total, 48 students were divided into two groups; one group intensively used YouTube through the course, while the other did not. A quasi-experiment method was used to collect data. Findings The use of YouTube in studying English spoken discourse played a pivotal role in enhancing Saudi EFL students’ proficiency. The experimental group students’ outcomes revealed positive gains through the integration of video elements in teaching. Originality/value This study is among the first to examine the use of YouTube technology for educational purposes, particularly in the context of Arab countries.