Using YouTube to practice listening beyond the classroom: A study of students’ perceptions

Huyen Bui; Nhung Le

Authors

Huyen Bui Corresponding author email: bdbhuyen@hcmiu.edu.vn International University - Vietnam National University, HCMC https://orcid.org/0000-0003-0084-7685
Nhung Thi Thuy Le International University - Vietnam National University, HCMC https://orcid.org/0009-0000-0553-6048

Keywords:

listening, student's perceptions, TAM, use of YouTube

Abstract

Listening plays a fundamental role in teaching and learning a foreign language, and promoting extensive listening beyond the classroom becomes increasingly important in fostering listening competence and learner autonomy. Among the available online resources, YouTube is reported to provide rich and authentic input for learners; however, evidence on learners’ reactions towards using YouTube for out-of-class listening practice remains limited, particularly in higher education in EFL contexts. This study aims to examine students' perceptions of using YouTube to practice their listening skills outside the classroom. Data were collected from 114 learners enrolled in note-taking Listening courses (B2-C1 levels) at a university in Ho Chi Minh City over ten weeks. Adopting a sequential explanatory mixed-methods design, the study integrated questionnaire data with follow-up interviews. Data analysis was guided by the adapted TAM model from Davis (1989) and Maziriri et al. (2020). Quantitative findings indicated overall positive perceptions towards using YouTube as a supplementary listening resource beyond class time. Qualitative results further revealed that students valued YouTube’s accessibility, user-friendly features, and exposure to diverse authentic content, which supported comprehension and motivation for autonomous practices. By applying TAM to out-of-class listening practice rather than classroom instruction, this study extends existing TAM-based research and highlights practical considerations for integrating YouTube into extensive listening activities. This paper provides a foundation for further experimental research exploring the impact of YouTube-supported listening on measurable learning outcomes.

Author Biographies

Huyen Bui, International University - Vietnam National University, HCMC

Diem Bich Huyen Bui is a full-time lecturer in TESOL at the School of Languages, International University -Vietnam National University, HCM. She holds a bachelor’s degree in TESOL from Ho Chi Minh City University of Education and a master’s degree in Applied Linguistics from La Trobe University, Australia. Her research interests focus on language teaching methodologies, skills development, technology-enhanced language learning, and learner autonomy.
Nhung Thi Thuy Le, International University - Vietnam National University, HCMC

Nhung Thi Thuy Le holds a bachelor’s degree in English Linguistics and Literature from International University – Vietnam National University, HCM, and a master’s degree in TESOL from Victoria University of Wellington. Her academic journey has fostered a strong interest in technology-enhanced language learning and English language teaching methodology.

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