Integration Of Youtube Videos In Teaching And Learning Of English Language Speaking Skills Among Secondary School Students In Nakuru County, Kenya

ABSRACT

Internet resources have the potential to improve teaching and learning. YouTube is a modern technology that is redesigning business, media, entertainment, and humanity in different ways. YouTube is the most popular website that hosts a variety of videos. These include educational videos, documentaries, video clips and live streams from media corporations. With the opportunities it provides, it is now being tapped to transform education. This thesis examines the integration of YouTube videos in teaching and learning of English language speaking skills among secondary school students in Nakuru County-Kenya. Objectives of the study include: to test the effectiveness of YouTube videos in teaching and learning of ELSS, to establish the nature and level of utilization of YouTube videos in the teaching and learning of ELSS, to determine the teachers’ perceptions in the use of YouTube videos in teaching of ELSS, and to find out the challenges that teachers face in integrating YouTube videos in the teaching of ELSS. This research addressed an innovative instructional resource in the teaching of English language and how this can bring about the conceptualization of abstract skills for EFL learners. This study adopted a mixed method. These are qualitative and quantitative research. Various studies in education have recommended the use of ICT such as video technology to enhance traditional face to face instruction. This research set to authenticate this recommendation by examining the effectiveness of videos from YouTube to teach English language speaking skills. The research was experimental in design and was carried out in six schools in Nakuru county, Nakuru North sub-county. These include a national school, two extra-county schools, one county school and two sub county schools. The sample size comprised 360 students and 12 teachers. 180 students were in the control group and 180 in the experimental group. Data was collected using standard students’ assessment tests (SSAT), Class observation schedule and questionnaires. Data was analyzed using independent t tests and analysis of variance (ANOVA) of the Statistical Package for Social Sciences (SPSS). The results showed that there was a significant difference between the experimental group that had been treated with videos from YouTube and the control group that had not been treated t =10.5386, p ˂ 0.01). Another observation was that the experimental group exhibited better analytical skills of the test items compared to the control group. The third observation is that teachers perceive YouTube videos as a resource that can make learning meaningful and interesting. From the findings, three recommendations were made. The first supports increased utilization of videos from YouTube to teach language skills such as speaking skills, secondly to empower teachers with the necessary skills on how to integrate the same in teaching and learning and also teachers should use teaching and learning activities that encourage leaners to communicate in the target language. Implications of using YouTube videos in teaching and learning as well as suggestions for further research have been provided.