English majored students perceptions of the use of youtube as a medium for independent english learning a case study at banking academy

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS TOPIC: English-majored students' perceptions of the use of YouTube as a medium for independent English learning - A case study at Banking Academy Student : Vũ Ngọc Hoàng Sơn Class : K22ATCB Academic year : 2019 – 2023 Student ID : 22A7510033 Advisor : Ms Nguyen Thi Minh Hang (MBA) Ha Noi, May 2023 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014126264021000000 DECLARATIONS I, Vu Ngoc Hoang Son, hereby declare that the dissertation titled English-majored students' perceptions of the use of YouTube as a medium for independent English learning - A case study at Banking Academy, submitted for the degree at Banking Academy, is entirely my original work under the supervision of Ms Nguyễn Thị Minh Hằng All sources utilized in this dissertation have been appropriately acknowledged and credited By signing this statement, I declare my commitment to honesty and integrity of academic work and recognize the necessity of sustaining these principles Ha Noi, 9th May 2023 Signature Vũ Ngọc Hoàng Sơn i ACKNOWLEDGMENTS I am truly grateful to have finished this thesis, which I believe to be the pinnacle of my academic career at Banking Academy This achievement would not have been achievable without the invaluable assistance of numerous people who have played important roles in my life First and foremost, I want to express my gratitude thanks to Ms Nguyễn Thị Minh Hằng, who has been my guiding light during this difficult journey Her knowledge, excitement, and continuous feedback on my study were critical in finishing my thesis This path would have been overwhelming without her unwavering support and mentoring I also want to express my deepest gratitude to my family and friends, who have been my pillars of strength throughout this difficult period Their unwavering support, empathy, and encouragement have been vital in enabling me to endure and, eventually, accomplish my goal I'd want to thank all of the students who took the time to fill out the questionnaire for this thesis Their excellent efforts and comments were critical in shaping and making the research meaningful Despite the fact that this thesis reflects my best efforts, I recognize that it is far from flawless I would appreciate any comments, recommendations, or constructive criticism that might assist in improving the quality of this work I'd want to thank everyone who has been a part of this incredible trip once again Thank you for assisting me in making my dream a reality ii TABLE OF CONTENTS DECLARATIONS i ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii ABSTRACT ix CHAPTER I: INTRODUCTION 1.1 The background of the study 1.2 Significance of this study 1.3 Objectives of the study 1.4 Research questions 1.5 Scope and limitations of the thesis 1.6 Structure of the Thesis 1.7 Definition of Key Terms 1.7.1 Perception 1.7.2 YouTube 1.7.3 Usefulness 1.7.4 Attitude Toward Using 1.7.5 Independent Language Learning CHAPTER II LITERATURE REVIEW 2.1 Theoretical And Conceptual Framework 2.1.1 The use of YouTube as a medium for learning English 2.1.2 Technology Acceptance Model (TAM) 12 2.1.3 Challenges for Students in Utilizing YouTube for English Learning 16 2.2 Previous Studies 18 CHAPTER III: METHODOLOGY 25 iii 3.1 Locale of the study 25 3.2 Research methods 25 3.3 Data gathering procedure 26 3.4 Population and sample description 27 3.4.1 Population 27 3.4.2 Sample 28 3.5 Data analysis 29 3.6 Research instruments 29 3.6.1 Questionnaire 29 3.6.2 Microsoft Excel 365 31 3.6.3 SPSS Version 22 32 3.7 Statistical treatment 32 3.8 Instruments Reliability 33 CHAPTER IV: RESEARCH FINDING AND DISCUSSION 35 4.1 Section A 35 4.1.1 Demographic information 35 4.1.2 The categories of videos on YouTube that students watch to improve their English language skills 38 4.1.3 Discussion 39 4.2 Section B 40 4.2.1 Reliability of the measurement 40 4.2.2 Students’ Perceived Ease of Use in using YouTube as a medium for independent English learning 51 4.2.3 Students’ Perceived Usefulness in using YouTube as medium for learning English independently 55 4.2.4 Students’ Attitudes toward the use of YouTube as medium for learning English independently 68 4.2.5 Students' Behavioural Intentions in using YouTube as medium in learning English 72 4.3 Section C 76 4.3.1 Reliability of the measurement 76 4.3.2 Students' Challenges in using YouTube for learning English independently 79 CHAPTER V: CONCLUSION AND RECOMMENDATIONS 86 iv 5.1 Conclusion 86 5.2 Recommendations 87 5.2.1 For students 87 5.2.2 For teachers 88 5.3 Limitations 88 REFERENCES 90 APPENDICES 96 v LIST OF ABBREVIATIONS No Abbreviation Meaning ESL English as a Second Language EOU Ease of use TAM Technological Acceptance Model EFL English as a Foreign Language SPSS22 Statistical Product and Services Solutions version 22 vi LIST OF TABLES Table 3.1: Description of the Questionnaire 30 Table 3.2: Questionnaire Coding Frame Data 107 Table 3.3: Interpretation of Mean Scores Source (Moidunny, 2009) 32 Table 4.1: Sample of the study 35 Table 4.2: Demographic information 35 Table 4.3: Reliability statistics of Students’ Perceived Ease of Use 40 Table 4.4: Reliability statistics of Students’ Perceived Usefulness 42 Table 4.5: Reliability statistics of Students’ Attitudes 46 Table 4.6: Reliability statistics of Students’ Behavioural Intentions 47 Table 4.7: Reliability statistics of Students’ Challenges 48 Table 4.8: Mean score scale of Students’ Perceived Ease of Use 51 Table 4.9: Mean score scale of Students’ Perceived Usefulness 55 Table 4.10: Statistics on Students’ Perceived Usefulness 58 Table 4.11: Mean score scale of Students’ Attitudes 68 Table 4.12: Mean score scale of Students’ Behavioural Intentions 72 Table 4.13: Reliability statistics of Students’ Challenges 76 Table 4.14: Mean score scale of Students’ Challenges 79 Table 4.15: Statistics on Students’ Challenges 81 vii LIST OF FIGURES Figure 2.1: Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) 13 Figure 3.1: Data gathering process 26 Figure 3.2: Sample size calculation based on Fisher’s formula 29 Figure 3.3: Cronbach’s Alpha Formula 33 Figure 4.1: The categories of videos on YouTube 38 Figure 4.2: Statistics on Students’ Perceived Ease of Use 53 Figure 4.3: Statistics on Students’ Attitudes 69 Figure 4.4: Statistics on Students’ Behavioural Intentions 74 viii ABSTRACT This research investigates how English-majored students perceive the use of YouTube as a medium for independent language learning in the Faculty of Foreign Languages at Banking Academy The Technological Acceptance Model framework and an adapted survey were used to assess 120 students on their perceived ease of use, usefulness, attitudes, behavioural intentions, and challenges in using YouTube for independent English learning Despite limitations such as technological issues and restricted engagement with teachers and classmates, most students regarded YouTube to be a simple, cost-effective, and accessible tool that helped them enhance their language abilities considerably They are really motivated to utilize YouTube to improve their English abilities and want to use it independently in the future The author makes various useful recommendations for students and teachers, including investing in a reliable Internet connection, choosing suitable content, creating goals and schedules, exploring opportunities for interaction, offering advice, and remaining motivated and disciplined By following these recommendations, students and teachers can maximize YouTube as a resource for language learning Key Words: Students majoring in English, Technological Acceptance Model (TAM), YouTube as a medium for independent English study, student perceptions, and a case study ix