A Linguistic Study of the Impact of Watching YouTube Educational Videos on the Iraqi EFL Learners' Performance in Learning English Language

Abstract

Iraqi learners of English as a Foreign Language (EFL) continue to encounter persistent difficulties in attaining language proficiency, despite prolonged exposure to formal instruction. Conventional pedagogical approaches frequently fall short in fostering essential linguistic competencies, thereby contributing to unsatisfactory academic outcomes. In response to this issue, the present study investigated the effect of viewing educational content on YouTube on the English language performance of Iraqi EFL learners. Specifically, the study explored how the frequency of video consumption, the nature of the content, and the level of learner engagement with the material influenced EFL performance. To gather empirical data, a structured questionnaire was administered to students from two schools located in Basrah, Iraq: Alkhansaa Secondary School for Girls and Almarkazia Secondary School for Boys. The data were analysed through structural equation modelling to identify relationships among the variables. The results demonstrated that the frequency of watching, content type, and learner engagement significantly and positively affected EFL learners’ performance. Moreover, the findings emphasised the necessity of digital literacy, as effective learning through YouTube educational videos relies on adequate digital competency. Consequently, the study provides evidence that YouTube educational videos serve as a valuable tool for enhancing the English language performance of Iraqi EFL learners. These insights offer practical implications for educational policymakers seeking to improve language learning outcomes by integrating digital media into instructional strategies.