Effects of Online Video Support on Listening Comprehension and EFL Learners' Perceptions

This study aims to demonstrate that online videos, from websites such as YouTube, when used as a supportive tool for the main textbook, have a positive effect on enhancing learners' listening performance in the EFL classroom. The participants in the experiment were 58 Korean EFL university students enrolled in a General English course and the research was implemented for 14 weeks. The TOEIC listening test was conducted as pre- and post-tests. At the end of the semester, a questionnaire was used to examine students' perceptions and attitudes toward using videos during classes. To analyze the main outcomes of the study, descriptive analysis, t-test, ANOVA, and factor analysis were used. Students who were taught only with the textbook in a traditional way were compared with those who were taught through exposure to a number of different videos. Results indicated a significant difference between the 2- videogroup and the control group. No significant improvement in listening performance was observed in the 1-video group. It is thus confirmed that more than two segments of video exposure could lead to significant improvement in listening performance. The survey showed that participants generally had a positive attitude towards using videos;however, increasing the number of video clips did not generate a significant increase in positive attitude. Some implications are presented in concluding this paper.