Authentic Spoken English on YouTube: Integrating YouTube Vlogs into Mobile-Assisted Extensive Listening for EFL Students

Farah Sukmawati    Wahidah; Januarius    Mujiyanto; Dwi  Rukmini; Katharina Rustipa

doi:10.31849/2w33z089

Authors

Farah Sukmawati Wahidah Universitas Negeri Semarang, Semarang, Indonesia https://orcid.org/0000-0002-1101-5238
Januarius Mujiyanto Universitas Negeri Semarang, Semarang, Indonesia https://orcid.org/0000-0002-2627-9789
Dwi Rukmini Universitas Negeri Semarang, Semarang, Indonesia https://orcid.org/0000-0002-3816-9472
Katharina Rustipa Universitas Negeri Semarang, Semarang, Indonesia https://orcid.org/0000-0002-0571-9132

DOI:

https://doi.org/10.31849/2w33z089

Keywords:

Authentic spoken English, EFL listening development, Mobile-assisted Language Learning (MALL), Vlog-based learning, YouTube vlogs

Abstract

Despite unprecedented access to authentic spoken English through digital platforms, EFL listening instruction still largely relies on scripted materials that inadequately represent natural speech rate, pragmatic nuance, and accent diversity, creating a persistent gap between classroom listening and real-world comprehension. Addressing this gap, the present study examines the pedagogical potential of integrating YouTube vlogs as a genre-specific resource within mobile-assisted extensive listening. The study aims to analyze learners’ perceptions, reported learning outcomes, challenges, and self-regulated strategies associated with sustained vlog-based listening beyond the classroom. Adopting a ten-week qualitative-dominant case study design, data were collected from twenty university EFL students through one hundred listening journals, closed-ended questionnaires analyzed using descriptive statistics, open-ended questionnaires, and follow-up interviews, with pattern coding applied for qualitative interpretation. Quantitative findings indicate consistently positive trends, with mean scores above 3.20 for listening comprehension, motivation, pronunciation awareness, and exposure to diverse accents, while qualitative analysis reveals three dominant themes: linguistic noticing, affective engagement, and sociocultural awareness. At the same time, learners reported recurring challenges related to fast speech, unfamiliar accents, slang, and multimodal distraction, which were mitigated through self-regulated strategies such as replaying segments, using captions, and maintaining vocabulary logs. The novelty of this study lies in explicitly positioning YouTube vlogs as a structured extensive listening genre rather than a general digital supplement. The findings contribute empirical and practice-oriented evidence for designing scalable, autonomy-oriented listening pedagogy and inform curriculum-level decisions on integrating authentic mobile-mediated input in EFL contexts.

Author Biographies

Farah Sukmawati Wahidah, Universitas Negeri Semarang, Semarang, Indonesia

Farah Sukmawati Wahidah is a doctoral candidate in English Education at Universitas Negeri Semarang, Indonesia. Her academic journey as a lecturer and researcher reflects a strong commitment to advancing scholarship in language education, with a particular interest in innovative pedagogical practices and research-driven educational development. Through her doctoral work, she seeks to contribute meaningfully to the field of English language teaching and to inspire transformative learning within diverse educational contexts.
Januarius Mujiyanto, Universitas Negeri Semarang, Semarang, Indonesia

Januarius Mujiyanto is a Professor at Universitas Negeri Semarang, Indonesia. With extensive experience in higher education and scholarly research, he has made significant contributions to the advancement of language and education studies. His academic leadership, research expertise, and dedication to mentoring emerging scholars continue to shape innovative perspectives and foster academic excellence within the field.
Dwi Rukmini , Universitas Negeri Semarang, Semarang, Indonesia

Dwi Rukmini is a Professor at Universitas Negeri Semarang, Indonesia. She is widely recognized for her scholarly contributions to language and education studies and for her sustained commitment to academic excellence. Through her research, teaching, and academic leadership, she continues to advance innovative scholarship and nurture the development of future educators and researchers in the field.
Katharina Rustipa , Universitas Negeri Semarang, Semarang, Indonesia

Katharina Rustipa is a Professor at Universitas Stikubank Semarang, Indonesia. With a distinguished career in higher education, she has contributed extensively to the advancement of language and education studies through research, academic leadership, and professional service. Her sustained dedication to scholarly excellence and student mentorship continues to foster intellectual growth and innovation within the academic community.

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