THE EFFECT OF STRUCTURED YOUTUBE-BASED PRACTICE ON VIETNAMESE EFL UNDERGRADUATES’ SPEAKING PERFORMANCE

作者

  • Nguyen Tran Nhu Hao English Language Education, Can Tho University, Vietnam
  • Kim Thanh Tuyen Department of Social Science, Can Tho University of Technology, Vietnam

DOI:

https://doi.org/10.46827/ejfl.v10i3.7061

关键词:

YouTube, EFL speaking performance, shadowing, non-English-major undergraduates, randomized experiment

摘要

This study examined the effect of structured YouTube-based speaking practice on the speaking performance of second-year non-English-major undergraduates at Tay Do University, Vietnam. A randomized pre-test/post-test control-group design was employed. Seventy students from one General English Speaking 2 class were individually and randomly assigned to an experimental group (n = 35) or a control group (n = 35). Over 12 weeks, the experimental group completed a sequence of video viewing, shadowing, self-recording, and guided spoken response, while the control group undertook time-matched conventional speaking practice. Two curriculum-aligned speaking-test forms assessed grammar and vocabulary, pronunciation, fluency, and interactive communication. Independent- and paired-samples t-tests were used, with non-parametric robustness checks. No statistically significant between-group differences were found at pre-test. At post-test, the experimental group achieved a higher total speaking score (M = 13.69, SD = 1.41) than the control group (M = 12.09, SD = 1.44), t(68) = 4.69, p < .001, d = 1.12. Significant advantages were also found for grammar and vocabulary, pronunciation, and fluency, but not for interactive communication. Both groups improved over time. The findings support the use of the integrated YouTube-based protocol as supplementary speaking practice, particularly for linguistic resources and speech delivery. They do not establish the independent effect of video viewing or the long-term maintenance of gains. Additional reciprocal interaction is recommended when interactive communication is an instructional priority.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Nguyen Tran Nhu Hao is a student of the Master of Education program in Principles and Methods in English Language Education at Can Tho University, Vietnam.

  • ##submission.authorWithAffiliation##

    Kim Thanh Tuyen is a Doctor of Philosophy. She is currently a lecturer in the Social Science Department at Can Tho University of Technology, Vietnam. Her research interests include Autonomy learning, Culture, Process Genre Approach (PGA) in Writing, Speaking, Teaching, Testing and Assessment, and Curriculum Development.

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已出版

2026-10-08

期次

卷 10 期 3 (2026)

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Articles

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