The Correlation Between the Use of Youtube Short Videos to Enhance Foreign Language Reading and Writing Proficiency, and the Academic Performance of Undergraduates

Abstract

Technology has opened avenues for varied modalities of language acquisition. Among these, YouTube serves as a pertinent technological platform offering language learners opportunities for linguistic enhancement. This study delves into the relationship between the utilization of YouTube short videos and the advancement of foreign language (FL) reading and writing competencies among undergraduate students. Specifically, the investigation seeks to elucidate the impact of YouTube short videos on the overall academic performance of undergraduates. Employing a quasi-experimental design, participants were randomly assigned to either the experimental group (EG) or the control group (CG). The intervention involved integrating YouTube short videos into FL instruction as the independent variable, while assessments of FL reading and writing skills served as dependent variables. Thirty individuals participated in the study, with 15 assigned to the EG and 15 to the CG through random selection. A paired T-test was employed to ascertain the statistical significance of the findings. Results indicated a notable improvement in reading and writing proficiency among the EG compared to the CG. This suggests the efficacy of utilizing YouTube short videos in bolstering learners' language skills. Notably, the paired sample T-test yielded a significance (two-tailed) value of 0.000, falling below the conventional threshold of 0.05, further validating the observed improvements.