Pedagogical Use of Social Media in Digitally Mediated English Teaching: Pre-Service Teachers’ Perspectives
DOI:
https://doi.org/10.31849/arpbeb83Keywords:
social media pedagogy, ELT, Pre-service Teachers’ Perspectives, English Language TeachingAbstract
The rapid evolution of digital technology has transformed English Language Teaching (ELT), shifting from traditional face-to-face interactions to digitally mediated environments. YouTube, as a global video-sharing platform, offers vast potential as a supplementary tool for authentic language exposure. However, the success of technology integration largely depends on the perceptions and readiness of pre-service teachers as the future agents of change in education. This study aims to investigate pre-service teachers’ perceptions regarding the use of YouTube as a supplementary tool in digitally mediated English teaching, focusing on perceived usefulness, ease of use, and effectiveness. This research employed a quantitative descriptive design. Participants consisted of 25 pre-service teachers from the 7th-semester English Education Study Program at Sriwijaya University, selected via purposive sampling based on their experience in microteaching and field practice (PLP). Data were collected using a 15-item closed-ended Likert scale questionnaire adapted from Amini & Aziz (2023) and analyzed using numerical descriptive techniques. The study explores how prospective educators view YouTube's ability to enhance student engagement, provide multimodal input, and facilitate independent learning. The findings are expected to provide insights for teacher training programs in developing digital pedagogical competencies and serve as a reference for future research on the practical challenges of ICT integration, such as content selection and technical barriers.
References
Adisti, A. R. (2022). Investigating the use of YouTube as a virtual teaching medium in ELT among non-English students. ELT Forum: Journal of English Language Teaching, 11(1), 1–9. https://doi.org/10.15294/elt.v11i1.48676]
Al Amini, N. A. J., & Abdul Aziz, A. (2023). English teachers’ perceptions on the usefulness, ease of use and effectiveness of YouTube videos as a language teaching resource. International Journal of Academic Research in Progressive Education and Development, 12(2).
Alsharief, T. (2018). Pre-service teachers' perceptions of the barriers to ICT integration. International Journal of Education and Development Using Information and Communication Technology, 14(2), 105–117.
Anand, J & Gangmei, E. (2023). Reflective practices: A connecting bridge between theory and practice. International Journal for Multidisciplinary Research (IJFMR), 5(6), 218–224. https://www.ijfmr.com/papers/2023/6/9459.pdf
Anugrah Widiantari, I. A. P., Dewi, N. L. P. E. S., & Artini, L. P. (2022). YouTube as an alternative learning media for independent bilingual young learners: A review. JET (Journal of English Teaching), 9(1), 1–10. [https://doi.org/10.33541/jet.v9i1.4611]
Ardianti, A. P., & Chabibah, F. M. (2025). YouTube for enhancing EFL students’ motivation in vocabulary acquisition: A systematic review. English Language Teaching Journal, 5(2), 162–187. https://doi.org/10.35897/eltj.v5i2.1863
Basgall, L., Guillén-Gámez, F. D., Colomo-Magaña, E., & Cívico-Ariza, A. (2023). Digital competences of teachers in the use of YouTube as an educational resource: Analysis by educational stage and gender. Discover Education, 2, Article 28. https://doi.org/10.1007/s44217-023-00054-x
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Dai, W. (2023). An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support. Heliyon, 9(9), e19538. https://doi.org/10.1016/j.heliyon.2023.e19538
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Fitria, T. N. (2023). YouTube as a supplementary resource for learning English speaking and conversation of non-English department students. LingPoet: Journal of Linguistics and Literary Research, 4(2), 45–58.
Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145–158. https://doi.org/10.1080/02607476.2020.1724659
Furidha, B. W. (2023). Comprehension of the descriptive qualitative research method: A critical assessment of the literature. Acitya Wisesa: Journal Of Multidisciplinary Research, 1-8.
Guillén-Gámez, F. D., Ruiz-Palmero, J., Colomo-Magaña, E., & Cívico-Ariza,
A. (2023). Construcción de un instrumento sobre las competencias digitales del docente para utilizar YouTube como recurso didáctico: análisis de fiabilidad y validez. Revista de Educación a Distancia (RED), 23(76), 1-23. https://doi.org/10.6018/red.549501
Hasanah, U., Putra, R. W. P., Dzulfikri, D., & Mistar, J. (2025). Who programs the teacher? Rethinking bias and inclusion in AI-powered Indonesian classrooms. Journal of Research on English and Language Learning (J-REaLL), 6(2), 330–341. https://doi.org/10.33474/j-reall.v6i2.23880
Hasumi, T., & Chiu, M.–S. (2024). Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends. Cogent Education, 11(1). [https://doi.org/10.1080/2331186X.2024.2346044]
Herrera, L. (2015). Mexican secondary school students’ perception of learning the history of Mexico in English. International Journal of Humanities and Social Science, 5(8), 76–82.
Hunter-Johnson, Y. (2023). Challenges and Support for Pre-service Teachers' Virtual Teaching and Practicums. International Journal of Teacher Education, 15(1), 45–58. https://doi.org/10.26822/ijte.2023.1501
Irawati, S., Wulandari, N., & Rahmawati, D. (2022). Analisis persepsi siswa terhadap penggunaan media pembelajaran digital. Jurnal Pendidikan dan Teknologi, 12(3), 145–152.
Ismail, S., Kasriyati, D., Herdi, H., & Andriani, R. (2023). Teachers’ perception of Technological Pedagogical Content Knowledge (TPACK) in teaching at senior high school in Pekanbaru. ELT-Lectura, 10(2), 75-82. https://doi.org/10.31849/elt-lectura.v10i2.14695
Jailani, A. (2022). The use of YouTube videos in English language teaching: A perspective of Indonesian undergraduate students majoring in English language education. J-SHMIC: Journal of English for Academic, 9(2), 13–24. https://doi.org/10.25299/jshmic.2022.vol9(2).9949
Jiang, S. (2025). Learning English vocabulary via Instagram or YouTube: Surveying the impacts on motivation, growth mindfulness, willingness to communicate, and enjoyment from the lens of self-determination theory. Learning and Motivation, 89, 102089. https://doi.org/10.1016/j.lmot.2024.102089
Jimola, F. E. (2024). Perceptions, preparedness, and competence in e- practicum: A study of pre-service teachers. Journal of Digital Education Research, 7(1), 23–40. https://doi.org/10.31098/joder.v7i1.1042
Kabooha, R., & Elyas, T. (2018). The effects of YouTube in multimedia instruction for vocabulary learning: Perceptions of EFL students and teachers. English language teaching, 11(2), 72-81.
Liu, S., Reynolds, B. L., Thomas, N., & Soyoof, A. (2024). The use of digital technologies to develop young children’s language and literacy skills: A systematic review. SAGE Open, 14(1). https://doi.org/10.1177/21582440241230850
Loughran, J. (2019). Pedagogy and practice: The foundations of pre-service teacher education. Routledge.
Lu, C., Lee, J. C-K., & Gu, M. M. (2025). Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice.
Education and Information Technologies, 30, 19537–19557. [https://doi.org/10.1007/s10639-025- 13511-x]
Ly, N. M. C., Chu, T. D., Tran, T. H. A., & Pham, Q. A. (2024). Students’ perception of using YouTube to learn English: A case study at Van Lang University. International Journal of TESOL & Education, 4(3), 20-45. [https://doi.org/10.54855/ijte.24432]
Mufidah, N. (2019). The development of pre-service teachers’ teaching performance at the English Department of State Islamic University of Antasari Banjarmasin. Journal of Education and Learning (EduLearn), 13(3), 357–364. https://files.eric.ed.gov/fulltext/EJ1217821.pdf
Downloads
Published
Versions
- 2026-02-28 (2)
- 2026-02-28 (1)
Issue
Section
License
Copyright (c) 2026 Fitria Aprilia, Lianasari, Firma Pradesta Amanah, Yentri Anggeraini, Harta Mutiara, Rosa Febri Nurwani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.
