Zanyar Nathir Ghafar, Sozyar Raza Ali, Hemn Mohammed Ali

The Impact of Using Youtube on Developing Kurdish EFL University Students’ Speaking Skills

Introduction

The impact of using youtube on developing kurdish efl university students’ speaking skills. Discover how YouTube boosts Kurdish EFL university students' speaking skills, improving pronunciation, vocabulary, and fluency. Learn from engaging content and native speakers.

Abstract

This study analyzes the impact of YouTube on the acquisition of speaking skills by students and graduates of the English department in an effort to determine the role played by the easily accessible resource in the learning process. The study was conducted quantitatively through a structured questionnaire on Google Form consisting of 15 multiple-choice and 2 open-ended questions. The participants were all students or graduates with an English background, and there were 32 in number and participated in the survey. The findings reveal YouTube as the primary Influencer of the enhancement of different aspects of the speaking skills of the English language. A very high number of the respondents identified improvement in pronunciation (90.6%), learning new words (over 87%), and listening (around 75%) through exposure to YouTube videos. Over 68% of the majority expressed that watching YouTube videos of native speakers allows them to speak fluently and normally. The respondents also pointed out the aspect of exposure to native speakers, with many expressing that regular watching allowed them to become accustomed to the accent, word flow, and sentence construction much better. Over 75% of the majority of the respondents further stated that YouTube made learning engaging and motivated them to speak more.

Review

This study critically examines the perceived impact of YouTube on the speaking skills development of Kurdish EFL university students and graduates. The research addresses a highly relevant topic in contemporary language education, exploring the utility of an easily accessible digital resource in enhancing speaking proficiency. Utilizing a quantitative approach, the study gathered data through a structured 15-item multiple-choice and 2-item open-ended questionnaire administered via Google Form to a sample of 32 participants, all with an English academic background. The methodology clearly outlines the data collection instrument and participant group, setting the stage for analyzing their reported experiences. The findings strongly suggest that YouTube is a significant influencer in the enhancement of various aspects of English speaking skills. A substantial majority of respondents reported improvements in pronunciation (90.6%), vocabulary acquisition (over 87%), and listening comprehension (around 75%) directly attributable to YouTube exposure. Furthermore, over 68% of participants indicated that watching native speakers on YouTube facilitated more fluent and natural speech, while many also highlighted increased familiarity with accents, word flow, and sentence construction. The study further reveals that YouTube acts as a powerful motivator, with over 75% of respondents finding the platform engaging and inspiring them to speak more. While the study provides valuable insights into the perceived benefits of YouTube for EFL speaking development, certain limitations warrant consideration. The relatively small sample size (N=32) and the reliance on self-reported data via a questionnaire mean the findings reflect perceptions rather than direct, objectively measured skill improvement, and may not be broadly generalizable. Future research could benefit from a larger, more diverse participant group, incorporating mixed-methods approaches that include direct speaking assessments or longitudinal studies to corroborate these self-reported gains. Nevertheless, this study makes a useful contribution by highlighting the perceived efficacy and motivational power of YouTube as an informal learning tool for EFL learners, suggesting its potential for integration into pedagogical strategies to complement formal instruction.

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