YouTube's Impact on Students' Self-Directed Language Learning (SDLL): A Comprehensive Evaluation Based on the Knowledge-Skills-Attitude Trio
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| Title: | YouTube's Impact on Students' Self-Directed Language Learning (SDLL): A Comprehensive Evaluation Based on the Knowledge-Skills-Attitude Trio |
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| Language: | English |
| Authors: | Tran Thanh Nhan (ORCID |
| Source: | JALT CALL Journal. 2026 22(1). |
| Availability: | JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Media, Independent Study, Second Language Learning, Multimedia Materials, Influence of Technology, English (Second Language), Instructional Effectiveness, Video Technology, Technology Uses in Education, Instructional Films, Foreign Countries, Higher Education, College Students |
| Geographic Terms: | Vietnam |
| ISSN: | 1832-4215 |
| Abstract: | YouTube has undeniably become a ubiquitous and influential multimodal media for recreational and educational purposes among Generation Z students. These "digital natives" have acquired increasingly more self-efficacy to lead their learning via this virtual immersion. Their self-directed language learning (SDLL) is hailed as a game changer in cultivating learners' ability to activate their language acquisition device when encountering comprehensible input (Chomsky, 1965; Krashen, 1982). Therefore, the current study aims to identify the effects of YouTube on students' SDLL and propose solutions to optimize this self-regulated process. Quantitative and qualitative data were collected through a survey with 361 participants from a high-ranking language-major university. The data was analyzed descriptively and inferentially via Microsoft Excel Analytical Pack with the analysis of variance (ANOVA). The results indicate a significant relationship between learning time on YouTube and overall study results. YouTube has a considerable impact on their autonomous learning (M = 3.60) regarding eight aspects: vocabulary (M = 3.73), grammar (M = 3.18), pronunciation (M = 4.12), listening (M = 3.44), reading (M = 3.27), speaking (M = 3.24), writing (M = 4.06), and their attitudes (M = 4.10). The study also reports student-raised suggestions to maximize the effectiveness of their SDLL. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506615 |
| Database: | ERIC |
| Abstract: | YouTube has undeniably become a ubiquitous and influential multimodal media for recreational and educational purposes among Generation Z students. These "digital natives" have acquired increasingly more self-efficacy to lead their learning via this virtual immersion. Their self-directed language learning (SDLL) is hailed as a game changer in cultivating learners' ability to activate their language acquisition device when encountering comprehensible input (Chomsky, 1965; Krashen, 1982). Therefore, the current study aims to identify the effects of YouTube on students' SDLL and propose solutions to optimize this self-regulated process. Quantitative and qualitative data were collected through a survey with 361 participants from a high-ranking language-major university. The data was analyzed descriptively and inferentially via Microsoft Excel Analytical Pack with the analysis of variance (ANOVA). The results indicate a significant relationship between learning time on YouTube and overall study results. YouTube has a considerable impact on their autonomous learning (M = 3.60) regarding eight aspects: vocabulary (M = 3.73), grammar (M = 3.18), pronunciation (M = 4.12), listening (M = 3.44), reading (M = 3.27), speaking (M = 3.24), writing (M = 4.06), and their attitudes (M = 4.10). The study also reports student-raised suggestions to maximize the effectiveness of their SDLL. |
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| ISSN: | 1832-4215 |
