An Investigation into the Enhancement of Vocabulary Knowledge Using the YouTube Stories of Undergraduate English Language Learners

Abstract

Learning vocabulary is an essential element of learning a language. To better assist language learners, it is crucial to enhance the vocabulary of language learners. This paper investigates how YouTube stories affect English language learners’ vocabulary. The study is crucial because it investigates how the use of YouTube short stories affects vocabulary development at the tertiary level (n=40). A pre-test was used to assess the vocabulary level of students in the control and experimental groups before intervention. A post-test was then used to determine how YouTube storytelling influenced students' ability to learn new words. Storytelling on YouTube was used as the experimental group, and the traditional approach of learning vocabulary through storytelling served as the control group. Pre-reading activities, reading comprehension exercises, and post-reading discussion activities were all included in the YouTube story application. The paired sample t-test and the independent sample t-test were used to disprove the null hypothesis. The experimental group had a significantly higher word performance post-test score than the control group.