STUDENTS’ PERCEPTIONS OF VOCABULARY LEARNING THROUGH ENGLISH-LANGUAGE YOUTUBE CONTENT
DOI:
https://doi.org/10.22460/eltin.v14i2.p409-424Keywords:
Vocabulary learning, English YouTube content, Students' perception, Learning media., YouTube learning mediaAbstract
This study examined students' perceptions of English vocabulary learning through English YouTube content among seventh-semester students of the English Language Education Study Program at the University of Palangka Raya. The study employed a mixed-methods research design with an exploratory sequential approach. Quantitative data were collected through questionnaires administered to 62 students, while qualitative data were obtained through semi-structured interviews with 14 selected participants. The results showed that most students had positive perceptions of using YouTube for vocabulary learning. YouTube was perceived to support vocabulary development, pronunciation improvement, and contextual understanding through authentic audiovisual input. Features such as subtitles, playback speed control, and easy accessibility were found to enhance flexible and self-directed learning. However, several challenges were also identified, such as advertisements, entertainment video recommendations, unstable internet connections, and difficulty understanding certain accents. The study concluded that YouTube can serve as an effective supportive learning medium for vocabulary learning if supported by appropriate learning strategies and self-regulation. These findings contribute to the development of technology-integrated language learning practices in EFL contexts.
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