Abstract:
This study explored how effective YouTube is as a teaching aid for English Additional Language (EAL) preschoolers aged four to six (n=8) and their teachers. Using connectivism and Neurocognitive Learning Theory (NLT), the study utilises a dual conceptual framework to examine the effectiveness of YouTube on language development in EAL preschoolers. The study employed a positivist approach and Solomon's four-group (quasi-experimental) research design. Non-probability techniques, namely convenience and purposive sampling, were used. Participants were randomly assigned, and intervention groups received 4-6 minutes of YouTube videos geared at phonemic identification and vocabulary. The Brigance Early Childhood Screen III was used to measure language development.
The findings indicated no significant differences between the treatment and control groups after the intervention. Qualitative observations suggested that YouTube videos substantially motivated EAL Preschoolers to learn foundational English language skills like phonemic awareness and vocabulary. Recommendations for future research involved conducting a longitudinal study on the effectiveness of YouTube videos on language development. Practice recommendations were consistent with previous literature that indicated that YouTube videos were a significant motivator for learning. Thus, the recommendation for practice was to utilise YouTube videos when teaching language concepts that are challenging to grasp.
