EFL Teachers’ Cognition in the Use of Youtube Vlog in English Language Teaching

Jepri Ali Saiful


Empirical grounds exist to show that limited attentions attempt to reveal the cognition of EFL teachers to use YouTube Vlog in English language teaching. Ergo there has been lack of knowledge on what kind of mental constructs affecting the decisions of EFL teachers to use YouTube Vlog in ELT. This study therefore was to investigate EFL teachers’ cognition in the use of YouTube in teaching English. Qualitative inquiry was performed. The participants were two EFL teachers from Yogyakarta province in Indonesia teaching English using YouTube Vlog to elementary and secondary school students.  Open-ended questionnaire, baseline data, and stimulated recall interview were used to get the data and the data were analyzed interpretively. This study revealed that EFL teachers used YouTube Vlog to teach English vocabularies and genre-based text. Importantly, this study shed light that the teachers’ beliefs on the implications of YouTube Vlog in teaching, knowledge about how to teach the English language using YouTube Vlog and the compliance of YouTube Vlog on students’ characteristics and learning style, and thinking about YouTube Vlog’ nature of instruction were the driving force of the teachers to implement this YouTube Vlog in ELT. In addition, this study showed that the teachers’ knowledge was the most dominant mental construct to affect the decision of the teacher to use YouTube Vlog in teaching English. However, further research was still needed to devise how this domination can take place. In short, the beliefs, knowledge, and thinking of EFL teachers were the influential factors to affect EFL teachers’ decisions to use YouTube Vlong in ELT.

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