Research Article
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Year 2023, Volume: 10 Issue: 2, 142 - 155, 30.03.2023

Sedat Maden Musa Kaya

https://doi.org/10.17275/per.23.33.10.2

Abstract

References

  • Acat, M. B., Demiral, İ. O. S., & Merkezi, E. Ö. D. E. (2002). sources of motivation ın learnıng foreıgn language ın Turkey. Educational Administration Theory and Practice, 31(31), 312-329.
  • Akalın, S., & Zengin, B. (2007). The perceptions of the people in Turkey in foreign language. Journal of Language and Linguistic Studies, 3(1), 181-200.
  • Al-Jarf, R. (2002). YouTube videos as a resource for self-regulated pronunciation practice in efl distance learning environments. Journal of English Language Teaching and Applied Linguistics 4(2), 44-52.
  • Alhamami, M. (2013). Observation of Youtube language learning videos (Youtube LLVS). Teaching English with Technology, 13(3), 3-17.
  • Alwehaibi, H. O. (2015). The impact of using Youtube in EFL classroom on enhancing EFL students' content learning. Journal of College Teaching & Learning (TLC), 12(2), 121-126.
  • Altundağ, P. (2018). Using TV commercials in teaching Korean as a foreign language. Dil Dergisi [ Journal of Language], 169(1), 143-156.
  • Aytan, T., & Ayhan, N. H. (2018) Digital environments in teaching Turkish as a foreign language. International Journal of Bilingualism Studies, 1(1), 3-37.
  • Bozavlı, E. (2017). Learners’ perceptions for the development of verbal language skills in foreign language through social media. Itobiad: Journal of the Human & Social Science Researches, 6(1). 627-640.
  • Cihangir, H. H. & Çoklar, A. N. (2021). Using YouTube as an education environment: examining follower views. International Technology and Education Journal, 5(1), 50-60.
  • Çangal, Ö. (2020). The opinions of learners on the effect of the use of socıal media in teachıng Turkish to foreigners on the writing skill. The Journal of Social Sciences Research, (2020 / Autumn Special Issue I/II), 52-61.
  • Dizon, G. (2022). YouTube for second language learning: what does the research tell us? Australian Journal of Applied Linguistics, 5(1), 19-26.
  • Heriyanto, D. (2015). The effectiveness of using YouTube for vocabulary mastery. ETERNAL (English Teaching Journal), 6(1), 1-10.
  • Göker, M., & İnce, B. (2019). The use of web 2.0 tools in teaching Turkish as a foreign language and its effect on academic success. Turkophone, 6(1), 12-22.
  • Guihua, G. & Guoxiang,L.Z. (2022). Research on the application of Chinese teaching based on social media video platforms. International Journal of Distance Education Technologies, 20(1), 1-16.
  • Güler, A., Halıcıoğlu, M.B., & Taşğın, S. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing.
  • Günday, R., & Tahtalı Çamlıoğlu, Y. (2015). Using digital media in foreign language and grammar teaching. International Periodical for the Languages, Literature and History of Turkish or Turkic 10(15), 471-484.
  • Karasar, N. (2006), Bilimsel araştırma yöntemi [Scientific research method]. (16. Edition). Nobel Academic Publishing.
  • Kim, S., & Kim, H. C. (2021). the benefits of YouTube in learning English as a second language: a qualitative investigation of Korean freshman students’ experiences and perspectives in the us. Sustainability, 13(13), 7365.
  • Liu, D. & Luo, J. (2022). College learning from classrooms to the ınternet: Adoption of the YouTube as supplementary tool in covıd-19 pandemic environment. Education and Urban Society, 54(7), 848-870.
  • Maden, A., & Önal, A. (2020). Use of listenıng strategies in advertising the case of middle school students. International Journal of Education and Development Using Information and Communication Technology, 16(2), 207–222.
  • Maden, S. & Maden, A. (2019). Educational environments in teaching Turkish as a foreign language. (Ed. M.N. Kardaş). Türkçenin yabancı dil olarak öğretimi [Teaching Turkish as a foreign language]. (p.195-236). Pegem Academic Publishing.
  • Merriam, S. (1998). Qualitative research and case study applications in education. Revised and expanded from case study research in education. USA: JB Printing
  • Lee Y. C. (2015). An empirical investigation into factors influencing the adoption of an e-learning system. Bioinformatics, 31(11), 1701–1707.
  • Liu, D. & Luo, J. (2022). College learning from classrooms to the ınternet: Adoption of the Youtube as supplementary tool in Covid-19 pandemic environment. Education and Urban Society, 54(7), 848-870.
  • Ogirima, O., Tolulope, J., & Temitope, S. (2021). Future teachers’ perception towards the use of YouTube for teaching-learning activities in Nigerian basic schools. Mimbar Sekolah Dasar, 8(1), 81-95. doi:https://doi.org/10.53400/mimbar-sd.v8i1.31378.
  • Opuş, Y. & Karakuş Tayşi, E. (2022). Turkish teachers' use of punctuation in social media: the case of Facebook. Journal of Mother Tongue Education, 10(4), 738-757.
  • Özdemir, O. (2017). Usage of digital technologies in Turkish teaching and an example of web implementation. Turkish Studies 12(4), 427-444.
  • Sahayu, W. (2019). The effect of YouTube on high school students' second language acquisition. Online Submission, 2(6), 38-44.
  • Sak, R., Şahin Sak, İ.T., Öneren Şendil, Ç., & Nas, E. (2021). Document analysis as a research method. Kocaeli University Journal of Education, 4(1), 227-250. http://doi.org/10.33400/kuje.843306.
  • Srinivasacharlu, A. (2020). Using YouTube in colleges of education. Shanlax Interational Journal of Education, 8(2), 21–24.
  • Terantino, J. M. (2011). YouTube for foreign languages: You have to see this video. Language Learning & Technology, 15(1), 10-16.
  • Türker, M. S. & Genç, A. (2018). Students’ and teachers’ views on instructional use of blogs in teaching Turkish as a foreign language. Selçuk University Journal of Faculty of Letters, 39, 251-266.
  • Wang, H. & Chen, C. W. (2020). Learning English from YouTubers: English l2 learners' self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333-346.
  • Yaşar-Sağlık, Z., & Yıldız, M. (2021). A systematic review of studies on the use of web 2.0 tools in language teaching in Turkey. Journal of Research in Education and Society, 8(2), 418-442. https://doi.org/10.51725/etad.1011687.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative Research Methods in Social Sciences]. (5. Edition). Seçkin Publishing.
  • Internet references
  • URL1:https://lingotalk.medium.com/top-5-most-learned-languages-in-the-world-8ac85bf96713
  • URL2: https://blog.duolingo.com/2021-duolingo-language-report/
  • URL3: https://www.fluentu.com/blog/most-studied-languages/
  • URL4: https://www.eurotrad.com/en/most-studied-languages-world-ranked/
  • URL5: https://howdoyou.do/what-are-the-most-learned-languages-in-the-world/
  • URL6: https://www.yee.org.tr/
  • URL7: https://www.britishcouncil.org/
  • URL8: https://www.institutfrancais.com/fr
  • URL9: https://www.cervantes.es/default.htm
  • URL10: https://ci.cn/#/Home
  • URL11: https://www.goethe.de/en/uun.html
  • URL12: https://www.youtube.com/c/yeeorgtr/featured
  • URL13: https://www.youtube.com/user/BritishCouncilLE/featured
  • URL14: https://www.youtube.com/channel/UCyH-0RuevR7ia8j1OYQrHTw/featured
  • URL15: https://www.youtube.com/c/InstitutoCervantesVideos/featured
  • URL16: https://www.youtube.com/channel/UCwCJi7VviRuTEQOEaT0d-HA
  • URL17: https://www.youtube.com/c/goetheinstitut/featured

A Study on YouTube Channels of Foreign Languages Teaching Foundation

Year 2023, Volume: 10 Issue: 2, 142 - 155, 30.03.2023

Sedat Maden Musa Kaya

https://doi.org/10.17275/per.23.33.10.2

Abstract

This study was conducted to examine the YouTube channels of Yunus Emre Institute, British Council, Institut Français, Instituto Cervantes, Confucius Institute and Goethe Institut foundations having channels on YouTube, one of the largest video sharing platforms of the world. The channels in this study, were examined through the qualitative research method in terms of the upload date, the numbers of subscribers, the numbers of videos, the videos’ grouping status, the number of video views, and the features of the most watched videos. As a result of the study, it appears that Yunus Emre Institute created its YouTube channel in 2014, British Council in 2010, Institut Français in 2017, Instituto Cervantes in 2017, Confucius Institute (U.S.) in 2017 and Goethe Institute in 2007. Yunus Emre Institute, one of the channels on YouTube, has more than 64400 subscribers, British Council has 542000, Institut Français has 3650, Instituto Cervantes has 69100, Confucius Institute has 801, and Goethe Institute has 301000. It is found that Yunus Emre Institute has 925, British Council has 134, Institut Français has 463, Instituto Cervantes has 1115, Confucius Institute has 82, and Goethe Institute has 1152 videos on YouTube. It has been determined that YouTube channels belonging to institutions established to teach the world's most spoken languages were created adopting similar paradigms and after the year 2007.

Keywords

Foreign language teaching foundations YouTube channels video content number of views and subscribers

References

  • Acat, M. B., Demiral, İ. O. S., & Merkezi, E. Ö. D. E. (2002). sources of motivation ın learnıng foreıgn language ın Turkey. Educational Administration Theory and Practice, 31(31), 312-329.
  • Akalın, S., & Zengin, B. (2007). The perceptions of the people in Turkey in foreign language. Journal of Language and Linguistic Studies, 3(1), 181-200.
  • Al-Jarf, R. (2002). YouTube videos as a resource for self-regulated pronunciation practice in efl distance learning environments. Journal of English Language Teaching and Applied Linguistics 4(2), 44-52.
  • Alhamami, M. (2013). Observation of Youtube language learning videos (Youtube LLVS). Teaching English with Technology, 13(3), 3-17.
  • Alwehaibi, H. O. (2015). The impact of using Youtube in EFL classroom on enhancing EFL students' content learning. Journal of College Teaching & Learning (TLC), 12(2), 121-126.
  • Altundağ, P. (2018). Using TV commercials in teaching Korean as a foreign language. Dil Dergisi [ Journal of Language], 169(1), 143-156.
  • Aytan, T., & Ayhan, N. H. (2018) Digital environments in teaching Turkish as a foreign language. International Journal of Bilingualism Studies, 1(1), 3-37.
  • Bozavlı, E. (2017). Learners’ perceptions for the development of verbal language skills in foreign language through social media. Itobiad: Journal of the Human & Social Science Researches, 6(1). 627-640.
  • Cihangir, H. H. & Çoklar, A. N. (2021). Using YouTube as an education environment: examining follower views. International Technology and Education Journal, 5(1), 50-60.
  • Çangal, Ö. (2020). The opinions of learners on the effect of the use of socıal media in teachıng Turkish to foreigners on the writing skill. The Journal of Social Sciences Research, (2020 / Autumn Special Issue I/II), 52-61.
  • Dizon, G. (2022). YouTube for second language learning: what does the research tell us? Australian Journal of Applied Linguistics, 5(1), 19-26.
  • Heriyanto, D. (2015). The effectiveness of using YouTube for vocabulary mastery. ETERNAL (English Teaching Journal), 6(1), 1-10.
  • Göker, M., & İnce, B. (2019). The use of web 2.0 tools in teaching Turkish as a foreign language and its effect on academic success. Turkophone, 6(1), 12-22.
  • Guihua, G. & Guoxiang,L.Z. (2022). Research on the application of Chinese teaching based on social media video platforms. International Journal of Distance Education Technologies, 20(1), 1-16.
  • Güler, A., Halıcıoğlu, M.B., & Taşğın, S. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing.
  • Günday, R., & Tahtalı Çamlıoğlu, Y. (2015). Using digital media in foreign language and grammar teaching. International Periodical for the Languages, Literature and History of Turkish or Turkic 10(15), 471-484.
  • Karasar, N. (2006), Bilimsel araştırma yöntemi [Scientific research method]. (16. Edition). Nobel Academic Publishing.
  • Kim, S., & Kim, H. C. (2021). the benefits of YouTube in learning English as a second language: a qualitative investigation of Korean freshman students’ experiences and perspectives in the us. Sustainability, 13(13), 7365.
  • Liu, D. & Luo, J. (2022). College learning from classrooms to the ınternet: Adoption of the YouTube as supplementary tool in covıd-19 pandemic environment. Education and Urban Society, 54(7), 848-870.
  • Maden, A., & Önal, A. (2020). Use of listenıng strategies in advertising the case of middle school students. International Journal of Education and Development Using Information and Communication Technology, 16(2), 207–222.
  • Maden, S. & Maden, A. (2019). Educational environments in teaching Turkish as a foreign language. (Ed. M.N. Kardaş). Türkçenin yabancı dil olarak öğretimi [Teaching Turkish as a foreign language]. (p.195-236). Pegem Academic Publishing.
  • Merriam, S. (1998). Qualitative research and case study applications in education. Revised and expanded from case study research in education. USA: JB Printing
  • Lee Y. C. (2015). An empirical investigation into factors influencing the adoption of an e-learning system. Bioinformatics, 31(11), 1701–1707.
  • Liu, D. & Luo, J. (2022). College learning from classrooms to the ınternet: Adoption of the Youtube as supplementary tool in Covid-19 pandemic environment. Education and Urban Society, 54(7), 848-870.
  • Ogirima, O., Tolulope, J., & Temitope, S. (2021). Future teachers’ perception towards the use of YouTube for teaching-learning activities in Nigerian basic schools. Mimbar Sekolah Dasar, 8(1), 81-95. doi:https://doi.org/10.53400/mimbar-sd.v8i1.31378.
  • Opuş, Y. & Karakuş Tayşi, E. (2022). Turkish teachers' use of punctuation in social media: the case of Facebook. Journal of Mother Tongue Education, 10(4), 738-757.
  • Özdemir, O. (2017). Usage of digital technologies in Turkish teaching and an example of web implementation. Turkish Studies 12(4), 427-444.
  • Sahayu, W. (2019). The effect of YouTube on high school students' second language acquisition. Online Submission, 2(6), 38-44.
  • Sak, R., Şahin Sak, İ.T., Öneren Şendil, Ç., & Nas, E. (2021). Document analysis as a research method. Kocaeli University Journal of Education, 4(1), 227-250. http://doi.org/10.33400/kuje.843306.
  • Srinivasacharlu, A. (2020). Using YouTube in colleges of education. Shanlax Interational Journal of Education, 8(2), 21–24.
  • Terantino, J. M. (2011). YouTube for foreign languages: You have to see this video. Language Learning & Technology, 15(1), 10-16.
  • Türker, M. S. & Genç, A. (2018). Students’ and teachers’ views on instructional use of blogs in teaching Turkish as a foreign language. Selçuk University Journal of Faculty of Letters, 39, 251-266.
  • Wang, H. & Chen, C. W. (2020). Learning English from YouTubers: English l2 learners' self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333-346.
  • Yaşar-Sağlık, Z., & Yıldız, M. (2021). A systematic review of studies on the use of web 2.0 tools in language teaching in Turkey. Journal of Research in Education and Society, 8(2), 418-442. https://doi.org/10.51725/etad.1011687.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative Research Methods in Social Sciences]. (5. Edition). Seçkin Publishing.
  • Internet references
  • URL1:https://lingotalk.medium.com/top-5-most-learned-languages-in-the-world-8ac85bf96713
  • URL2: https://blog.duolingo.com/2021-duolingo-language-report/
  • URL3: https://www.fluentu.com/blog/most-studied-languages/
  • URL4: https://www.eurotrad.com/en/most-studied-languages-world-ranked/
  • URL5: https://howdoyou.do/what-are-the-most-learned-languages-in-the-world/
  • URL6: https://www.yee.org.tr/
  • URL7: https://www.britishcouncil.org/
  • URL8: https://www.institutfrancais.com/fr
  • URL9: https://www.cervantes.es/default.htm
  • URL10: https://ci.cn/#/Home
  • URL11: https://www.goethe.de/en/uun.html
  • URL12: https://www.youtube.com/c/yeeorgtr/featured
  • URL13: https://www.youtube.com/user/BritishCouncilLE/featured
  • URL14: https://www.youtube.com/channel/UCyH-0RuevR7ia8j1OYQrHTw/featured
  • URL15: https://www.youtube.com/c/InstitutoCervantesVideos/featured
  • URL16: https://www.youtube.com/channel/UCwCJi7VviRuTEQOEaT0d-HA
  • URL17: https://www.youtube.com/c/goetheinstitut/featured
There are 53 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Sedat Maden 0000-0002-8024-8182

Musa Kaya 0000-0001-6600-6753

Publication Date March 30, 2023
Acceptance Date January 31, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Maden, S., & Kaya, M. (2023). A Study on YouTube Channels of Foreign Languages Teaching Foundation. Participatory Educational Research, 10(2), 142-155. https://doi.org/10.17275/per.23.33.10.2
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