Youtube, EFL learning motivation, language-related videos, young adult learners, Indonesian context
Abstract
YouTube is a widely popular platform that offers a vast array of video content. This study aimed to explore the elements of YouTube videos that contribute to sustaining learners’ motivation. A survey was conducted among 349 young adult Indonesian learners. Statistical data analysis revealed that three types of language-related YouTube videos—language lessons, language tips, and language immersions—significantly influenced learners’ motivation to study English. However, language immersion videos exhibited a modestly lower level of effectiveness compared to the other video types. Additionally, it was observed that non-native English-speaker (NNES) videos were more effective in maintaining motivation across all proficiency levels, except for advanced learners, who responded better to native English speaker (NES) videos. Furthermore, the study concluded that videos ranging from 5 to 15 minutes were more effective in sustaining learners’ motivation, as opposed to shorter or longer videos. These findings explain that teachers consider incorporating explicit instruction or tips in their content to enhance learners’ motivation. The findings also indicate that teachers and designers should utilize NNES videos for beginners and intermediate learners, while NES videos may be more effective for advanced learners. Lastly, when choosing instructional videos, the video length should be considered to ensure that learners remain motivated.
