EXPLORING EFL PRE-SERVICE TEACHERS’ PERCEPTION OF INTEGRATING YOUTUBE INTO SPEAKING CLASSES A QUALITATIVE MULTIPLE CASE STUDY

Ananda Putri Pramuditya, Fitri Awaliyatush Sholihah, Sonny Elfiyanto

Abstract


The integration of digital technology has reshaped English as a Foreign Language (EFL) instruction, particularly in speaking classes. Among various digital platforms, YouTube offers rich audio-visual materials that support authentic language exposure. This study explores EFL pre-service teachers’ perceptions of integrating YouTube into speaking classes, focusing on the challenges they face, strategies they employ, and their overall pedagogical views. A qualitative multiple case study design was adopted, involving two EFL pre-service teachers who conducted their teaching practicum at a junior high school in Malang, Indonesia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal three major themes: (1) challenges in integrating YouTube, including limited school facilities, unstable internet access, and difficulty selecting suitable content; (2) adaptive strategies employed, such as downloading videos, utilizing subtitles and playback speed features, and modifying teaching approaches; and (3) positive perceptions of YouTube as an engaging and authentic learning resource that enhances students’ pronunciation, vocabulary, motivation, and confidence in speaking English. The study concludes that successful YouTube integration depends largely on pre-service teachers’ adaptability, digital literacy, and pedagogical creativity. Teacher education institutions are encouraged to provide more practical ICT integration training to better prepare future EFL teachers for technology-enhanced language learning


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References


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