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Teachers' Uses and Beliefs in the Integration of YouTube Videos Into English Language Teaching: A Comparison Between ESL and EFL Contexts
Abstract
This empirical research study inquires as to whether teachers of English as a Second Language and teachers of English as a Foreign Language apply the technological tool–YouTube videos–into their English teaching with the same purposes and approaches. This chapter addresses a variety of activities that teachers in two different ESL and EFL contexts utilize to integrate YouTube videos into their English teaching. Ten teachers from a university in the USA (ESL context) and a university in Vietnam (EFL context) were recruited for this study. The results demonstrate similarities and the differences in the use of YouTube videos and how both ESL and EFL students agree with the potential applications of YouTube videos to maintain students' attention and make them feel motivated in the lesson content. Also reported in this chapter is that ESL teachers believe YouTube videos are a great tool for reflection activities and dealing with challenging content issues, whereas EFL teachers mainly use them as a native-speaking modeling in class for doing language drills and grammatical practice.
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