YouTube Use, Strategy Development, EFL Academic Performance, and Educational Class Level
Keywords:
YouTube use, Language Learning Strategies, English as a Foreign Language academic performance, Educational Class LevelAbstract
This study examined the role of YouTube use in the development of Second Language Learning Strategies (SLLSs) and English as a Foreign Language (EFL) academic performance among non-English-specialized Tunisian students, as well as its association with educational class level. The sample consisted of 210 students enrolled at the Higher Institute of Management of Gabes (ISGG). Data regarding YouTube use, SLLS employment, EFL academic performance, and educational class level were collected using a Likert-scale questionnaire. Regression analyses assessed the predictive effect of YouTube use on students’ SLLS employment and EFL academic performance, and correlation analysis was applied to examine the relationship between educational class level and YouTube use. Data visualization was performed using Seaborn, a Python-based library, to ensure a clear and effective presentation of the results. Findings revealed that YouTube use significantly predicted students’ employment of metacognitive and social strategies, which in turn strongly contributed to EFL academic performance. Moreover, a moderate positive correlation was found between students’ educational class level and their YouTube use, suggesting that higher-level students used YouTube more frequently for EFL learning. These results highlight the pedagogical value of integrating YouTube into EFL instruction to foster strategy use and improve learning outcomes.
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