A Study of Correlation among Undergraduate Students’ Learning Styles, Intensity of Watching YouTube Videos and Listening Proficiency in the ELT Context
Keywords:
Learning Styles, Listening Proficiency, YouTube, Correlation, English LanguageAbstract
The current study investigates the correlation between students’ learning styles, the amount of time spent watching YouTube videos, and their current listening proficiency level. The study’s population was undergraduate students from private universities in Pakistan. The researcher employed a quantitative and correlational method to fulfil the study’s objective. Students’ learning styles were examined using the VAK Learning Style Inventory developed by Chislett and Chapman (2005). An IELTS listening sample test was used to investigate students’ listening proficiency levels. To gain more insight into students’ practice of watching YouTube videos, a quantitative questionnaire (Likert Scale) consisting of five questions was distributed among the students. A sample of a hundred students was randomly selected to collect data. The results depict a positive correlation between students’ intensity of watching YouTube videos and their listening proficiency level. However, there is a negative correlation between the learning styles of students and their intensity of watching YouTube videos, with an insignificant p-value. The study reveals that students’ learning styles do not significantly contribute to motivating them to watch YouTube videos. The study recommends further investigation using different variables, such as students' self-directed learning habits, the influence of guided YouTube usage, motivation, and access to technology.
References
References
Ahmed, S. (2015). Attitudes towards English language learning among EFL learners at UMSKAL. Journal of education and practice, 6(18), 6-16.
Ajmal, M., & Kumar, T. (2020). Using DIALANG in assessing foreign language proficiency: The interface between learning and assessment. Asian ESP Journal, 16(2.2), 335-362.
Akinwamide, T. K. (2012). Imperatives of Information and Communication Technology (ICT) for Second Language Learners and Teachers. English Language Teaching, 5(1), 44-48. https://doi.org/10.5539/elt.v5n1p44
Alexa. (2022, January 24). The top 500 sites on the web. Alexa. https://web.archive.org/web/20220118000917/https://www.alexa.com/topsites
Alobaid, A. (2020). Smart multimedia learning of ICT: role and impact on language learners’ writing fluency—YouTube online English learning resources as an example. Smart Learning Environments, 7(1), 24. https://doi.org/10.1186/s40561-020-00134-7
Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(1), 124–142. https://doi.org/10125/44660
Arsyad, S., & Villia, A. S. (2022). Exploring the effect of digital literacy skill and learning style of students on their meta-cognitive strategies in listening. International Journal of Instruction, 15(1), 527–546. https://doi.org/10.29333/iji.2022.15130a
Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In Beyond the language classroom (pp. 7–16). Palgrave Macmillan UK. https://doi.org/10.1057/9780230306790_2
Bruthiaux, P. (2002). Predicting challenges to English as a global language in the 21st century. Language Problems and Language Planning, 26(2), 129–157. https://doi.org/10.1075/lplp.26.2.03bru
Burns, M. K., Davidson, K., Zaslofsky, A. F., Parker, D. C., & Maki, K. E. (2018). The relationship between acquisition rate for words and working memory, short-term memory, and reading skills: Aptitude-by-treatment or skill-by-treatment interaction? Assessment for Effective Intervention, 43(3), 182–192. https://doi.org/10.1177/1534508417730822
Cohen, A. D., & Henry, A. (2019). Focus on the language learner: Styles, strategies and motivation 1. In An introduction to applied linguistics (pp. 165-189). Routledge. Coleman, E. G. (2010). Ethnographic approaches to digital media. Annual review of anthropology, 39(1), 487-505.
Dizon, G. (2022). YouTube for Second Language Learning: What Does the Research Tell Us?. Australian Journal of Applied Linguistics, 5(1), 19-26. https://doi.org/10.29140/ajal.v5n1.636
Dizon, G. (2023). EFL teacher experiences in Japan: Remote language teaching during the COVID-19 pandemic. 姫路獨協大学国際言語文化論集, (4), 15-29.
Chislett, V. Msc, and Chapman, A., 2005 From www.businessballs.com. VAK test questionnaire
Figo, M. R., Suriaman, A., Arid, M., & Dewi, A. K. (2025). Enhancing Listening Skills By Using Digital-Assisted Platform. Jurnal Onoma: Pendidikan, Bahasa, dan Sastra, 11(1), 214-222. https://doi.org/10.30605/onoma.v11i1.5004
Haidar, S. (2019). The role of English in developing countries: English is a passport to privilege and needed for survival in Pakistan. English Today, 35(3), 42-48.https://doi.org/10.1017/S0266078418000469
Hassan, N., Iram, A., Aleem, F., Nazir, A., & Imdad, J. C. (2023). Use Of Dictogloss Technique To Improve Writing Skill of Undergraduate Students In ELT Classroom. Multicultural Education, 9(2). https://doi.org/10.5281/zenodo.7601138
Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17-34. http://dx.doi.org/10.5296/ijele.v1i1.2652
Khairat, N. (2024). The Use of YouTube to Enhance Learners’ English Listening Skills. Surakarta English and Literature Journal, 7(2), 134-147. https://doi.org/10.52429/selju.v7i2.265
Khan, A. B., & Mansoor, H. S. (2020). Integrated Collaborative Learning Approach (ICLA): Conceptual framework of pedagogical approach for the integration of language skills. Competitive Social Science Research Journal, 1(1), 14-28.
Mahboob, A. (2005). Beyond the native speaker in TESOL. Culture, context, & communication, 30, 60-93.
Mahboob, A. (2003). The English language in Pakistan: A brief overview of its history and linguistics. Pakistan journal of language, 4(1), 1-28.
Maitlo, S. K., Tumrani, G. A., & Ali, S. (2022). Factors affecting speaking and listening skills of english language learners at secondary school level in Sindh, Pakistan. Journal of Development and Social Sciences, 3(2), 875-884. https://doi.org/10.47205/jdss.2022(3-II)79
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?. Educational psychologist, 32(1), 1-19. https://doi.org/10.1207/s15326985ep3201_1
Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia learning in a second language: A cognitive load perspective. Applied Cognitive Psychology, 28(5), 653-660. https://doi.org/10.1002/acp.3050
Mirza, H. S. (2021). University teachers’ perceptions of online assessment during the Covid-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 11(10).
Morley, J. (1996). Second language speech/pronunciation: Acquisition, instruction, standards, variation, and accent. Georgetown University round table on languages and linguistics, 1996, 140-160.
Naz, S., Simming, I. A., & Jarah, A. A. (2022). A qualitative study on improving listening skills in English through computer-assisted language learning, technology (CALL). Grassroots (17260396), 56(1). https://doi.org/10.52806/grassroots.v56i1.4607
Norflee, M. (2014). Factors that affect listening comprehension. Seattle PI. www.educationseattlepi.com
Nunan, D. (1998). Teaching grammar in context. ELT Journal, 52(2), 101–109. https://doi.org/10.1093/elt/52.2.101
Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41(4), 271-278. https://doi.org/10.1515/iral.2003.012
Putri, A. T., & Ayu, M. (2023). The correlation between learning style and students’ listening skills in fifth-grade students at sd negeri 1 gedung meneng. Journal of English Language Teaching and Learning, 4(1), 26-33.
Rahman, T. (2020). Pakistani english. The handbook of Asian Englishes, 279-296. https://doi.org/10.1002/9781118791882.ch11
Ray, L. M., Satri, R., Uswatunisa, S., & Harahap, S. A. (2021). How YouTube Assist Teachers in Developing Material? ETDC: Indonesian Journal of Research and Educational Review, 1(1), 82-92. https://doi.org/10.51574/ijrer.v1i1.56
Sauro, S. (2016). Does CALL have an English problem? Language Learning & Technology, 20(3), 1–8. Retrieved from http://llt.msu.edu/issues/october2016/sauro.pdf
Shahid, C., Abbasi, I. A., & Bhutto, S. (2022). Improving communicative competence through CLT approach in second language learning at the undergraduate level. Pakistan Journal of Humanities and Social Sciences, 10(4), 1472-1486. https://doi.org/10.52131/pjhss.2022.1004.0305
Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. https://doi.org/10.1080/09588221.2013.818555
ul haq Kakar, Z., & Zia, S. A. (2023). Analysis of Assessment Design in English Language Curriculum 2006 Of Pakistan: A Qualitative Study. Voyage Journal of Educational Studies, 3(1), 31-52. https://doi.org/10.58622/vjes.v3i1.26
Wang, J., Chen, Y., Hao, S., Peng, X., & Hu, L. (2019). Deep learning for sensor-based activity recognition: A survey. Pattern recognition letters, 119, 3-11. https://doi.org/10.1016/j.patrec.2018.02.010
Yassin, B. (2024). Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: the academic contribution of YouTube in EFL learning and cultural awareness. In Frontiers in Education (Vol. 9, p. 1451504). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1451504
