The Effects of Lessons Using YouTube on Motivation, English Learning Behavior, and Listening Ability of Junior High School Students in Japan

抄録

　　This study aims to examine whether using YouTube during English lessons can improve junior high school students’ motivation, learning behavior, and listening ability. One-hundred-four students were assigned to either an intervention group or a waiting-list group. The intervention group took lessons utilizing YouTube during the first six weeks and studied English with only textbooks during the latter four weeks. The students watched YouTube videos and worked in groups to understand the content. Meanwhile, a waiting-list group studied English with only textbooks during the first six weeks and viewed YouTube during the latter four weeks. Pre-, post-, and follow-up questionnaires and listening tests were conducted, and the results were analyzed by a linear mixed effect model. The results revealed significant improvements in students’ motivation toward learning English and students’ English study time outside the classroom, either with non-authentic materials or authentic materials. The results did not demonstrate a significant difference in listening ability improvement between the two groups.