UNDERSTANDING THE NATURE AND EFFECTIVENESS OF GRADUATE UNIVERSITY STUDENTS’ OUT-OF-CLASS LANGUAGE LEARNING EXPERIENCES WITH YOUTUBE: EVIDENCE FROM KAZAKHSTAN

Abstract

In the digital era, online resources, particularly YouTube, are increasingly used by university students for language learning. However, empirical studies on students' language learning experiences with YouTube in Central Asia, including Kazakhstan, are limited. Considering this fact, this qualitative study delves into the intricacies of graduate students' out-of-class language learning experiences with YouTube in Astana, Kazakhstan. Drawing on Benson's (2011) four-dimensional paradigm of out-of-class learning, the study addresses three research questions: 1) What types of YouTube-facilitated language learning videos did participants engage in? 2) How did participants evaluate their experiences with these videos? 3) To what extent did social agents influence participants' engagement with different types of videos? The data were collected from seven university students studying at an English as a medium of instruction (EMI) university in Kazakhstan, using two qualitative research methods: narrative writing and individual semi-structured interviews. Braun and Clarke’s (2013) thematic analysis was adopted for analyzing the data. The findings revealed that participants watched various types of YouTube videos in informal settings. The study also identified the mediating role of private English language tutors and the secondary role of family members in participants' use of YouTube for language learning. Participants had different motives for learning English through YouTube, such as standardized test preparation and academic or professional gains. The study highlighted the advantages of YouTube, such as accessibility and no cost, as well as drawbacks, including limited interactivity and feedback. The findings of this study offer valuable contributions to the existing literature on the use of YouTube for language learning, underscoring the importance of tapping into the students’ worlds outside the formal settings and enhancing the communication between formal and informal actors viii (i.e. language teachers, private tutors, policymakers and family members). Hence, further investigation to better guide the stakeholders in this rapidly evolving field seems imperative