Research Article

Modelling YouTube assisted language learning (YALL) adoption in EFL learning: A technology acceptance model (TAM) and theory of planned behavior (TPB) approach

Shaista Rashid 1 *
More Detail
1 Prince Sultan University, Riyadh, SAUDI ARABIA* Corresponding Author
Contemporary Educational Technology, 17(4), October 2025, ep614, https://doi.org/10.30935/cedtech/17546
Published: 15 December 2025
OPEN ACCESS   611 Views   749 Downloads
Download Full Text (PDF)

ABSTRACT

The study aims to explore the students’ perception of YouTube assisted language learning (YALL) in the English as a foreign language (EFL) context using the basic technology acceptance model (TAM) by Davies (1989). This study delves into YALL adoption using TAM model as it is an unexplored area and the present studies focuses on mere perception regarding YALL or the adoption of YouTube as an educational resource, but not on the adoption of YALL in EFL context. The study is based on a quantitative approach. The data was collected using a questionnaire adapted from Chau et al. (2024) through Google Forms. The sample of 272 students was collected by purposive sampling followed by random sampling. Data is subjected to analysis in Smart PLS 4.1.1.2 for PLS-SEM analysis. The findings reveal that reliability, convergent validity, and discriminant validity are valid in all perceived usefulness (PU), perceived ease of use (PEOU), and behavioral intention (BI) constructs. Moreover, hypotheses testing results reveal that PEOU positively influences PU (b = 0.667, t = 11.600, p = 0.000). Furthermore, BI is also significantly impacted by PEOU (b = 0.362, t = 6.056, p = 0.000) and PU (b = 0.493, t = 8.634, p = 0.000). Lastly, the findings of the study are supported by the theory of planned behavior as the insights from TAM hint at the positive adoption, which implies that perceived behavioral control is promoting the adoption of YALL in university EFL context. This study offers practical insight to introduce YALL as a useful technique by educators to promote enhanced self-learning.
Keywords: EFL learners, language learning, TAM, YALL, theory of planned behavior

CITATION (APA)

Rashid, S. (2025). Modelling YouTube assisted language learning (YALL) adoption in EFL learning: A technology acceptance model (TAM) and theory of planned behavior (TPB) approach. Contemporary Educational Technology, 17(4), ep614. https://doi.org/10.30935/cedtech/17546

REFERENCES

  1. Abdallah, N., Abdallah, O., & Alkilani, J. A. (2023). Student perspective of classroom and distance learning during COVID-19 pandemic: Case study. International Journal of Instruction, 16(3), 395-420. https://doi.org/10.29333/iji.2023.16322a
  2. Abu-Taieh, E., AlHadid, I., Masa’deh, R., Alkhawaldeh, R. S., Khwaldeh, S., & Alrowwad, A. (2022). Factors influencing YouTube as a learning tool and its influence on academic achievement in a bilingual environment using extended information adoption model (IAM) with ML prediction–Jordan case study. Applied Sciences, 12(12), Article 5856. https://doi.org/10.3390/app12125856
  3. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-t
  4. Akbar, K., & Sadiq, A. H. B. (2024). Studying the role of YouTube tutorials for improving speaking skills. Jahan-e-Tahqeeq, 7(1), 53-60.
  5. Akihary, W., Maruanaya, R. F., Lestuny, C., & Maruanaya, S. P. (2023). The YouTube-assisted discovery learning model: Improving students’ cognitive learning outcomes and critical thinking. Journal of Education and Learning, 17(4), 548-554. https://doi.org/10.11591/edulearn.v17i4.20851
  6. Al-Adwan, A. S., Li, N., Al-Adwan, A., Abbasi, G. A., Albelbisi, N. A., & Habibi, A. (2023). Extending the technology acceptance model (TAM) to predict university students’ intentions to use metaverse-based learning platforms. Education and Information Technologies, 28(11), 15381-15413. https://doi.org/10.1007/s10639-023-11816-3
  7. Almusharraf, N., & Khahro, S. (2020). Students satisfaction with online learning experience during the COVID-19 pandemic. International Journal of Emerging Technologies in Learning, 15(21), 246-267. http://doi.org/10.3991/ijet.v15i21.15647
  8. Alobaid, A. (2020). Smart multimedia learning of ICT: Role and impact on language learners’ writing fluency– YouTube online English learning resources as an example. Smart Learning Environments, 7, Article 24. https://doi.org/10.1186/s40561-020-00134-7
  9. Anggrarini, N., & Faturokhman, I. (2021). Students’ perception on the use of YouTube in English language learning during pandemic in Wiralodra University. Brought to You by CORE, 5(1), 86-99. https://doi.org/10.36597/jellt.v5i1.10029
  10. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606. https://doi.org/10.1037/0033-2909.88.3.588
  11. Budiyanti, K. (2022). EFL students’ perception on the use of YouTube videos to encourage their speaking skill. Indonesian Journal of Integrated English Language Teaching, 8(2), 40-49. https://doi.org/10.24014/ijielt.v8i2.21093
  12. Chien, C., Huang, Y., & Huang, P. (2020). YouTube videos on EFL college students’ listening comprehension. English Language Teaching, 13(6), 96-103. https://doi.org/10.5539/elt.v13n6p96
  13. Chorna, O. V., Hamaniuk, V. A., Markheva, O. Y., & Voznyak, A. V. (2023). YouTube as an open resource for foreign language learning: A case study of German. CEUR Workshop Proceedings, 3482, 105-127. https://doi.org/10.55056/ceur-ws.org/vol-3482/paper116
  14. Dabamona, M., & Yunus, A. (2022). The use of YouTube for learning English: Exploring technology-based approach. Interference: Journal of Language, Literature, and Linguistics, 3(1), 68-89.
  15. Damayanti, F. (2022). Students’ perception on the use of YouTube as learning media in speaking at the 9th grade of MTS Ma’arif nu 01 KROYA [Bachelor’s thesis, State Islamic University].
  16. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
  17. Faziah, S. A., Fitriah, S. A., & Ramadhan, Z. K. (2024). Benefit of YouTube usage and its effectiveness in teaching english: A systematic review. ADIBA: Journal of Education, 4(3), 380-392.
  18. Febriyanti, R. M., Andriani, A., & Hidayati, A. N. (2024). EFL students’ perceptions of using YouTube as a learning medium to improve their speaking skill. Journal of Learning and Teaching, 1(1), 28-43.
  19. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  20. Gracella, J., & Nur, D. R. (2020). Students’ perception of English learning through YouTube application. Borneo Educational Journal, 2(1), 20-35. https://doi.org/10.24903/bej.v2i1.623
  21. Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE.
  22. Hair Jr, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-152. https://doi.org/10.2753/MTP1069-6679190202
  23. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
  24. Imran, A. A., & Lashari, A. A. (2023). Exploring the world of artificial intelligence: The perception of the university students about ChatGPT for academic purpose. Global Social Sciences Review, VIII(I), 375-384. https://doi.org/10.31703/gssr.2023(viii-i).34
  25. Imran, M., Almusharraf, N., Abdellatif, M. S., & Abbasova, M. Y. (2024a). Artificial intelligence in higher education: Enhancing learning systems and transforming educational paradigms. International Journal of Interactive Mobile Technologies, 18(18), 34-48. http://doi.org/10.3991/ijim.v18i18.49143
  26. Imran, M., Almusharraf, N., Ahmed, S., & Mansoor, M. I. (2024b). Personalization of e-learning: Future trends, opportunities, and challenges. International Journal of Interactive Mobile Technologies, 18(10), 4-18. http://doi.org/10.3991/ijim.v18i10.47053
  27. Islamiah, N. (2021). Perception of students in using YouTube on learning English. Journal of English Teaching Applied Linguistics and Literatures, 4(2), Article 181. https://doi.org/10.20527/jetall.v4i2.8814
  28. Jailani, A. Q., Wahab, A. A., & Ferdiyanto, F. (2024). Students’ perception on using YouTube as a tool in learning speaking English. International Journal of English Education and Linguistics, 6(1), 11-21. https://doi.org/10.33650/ijoeel.v6i1.8213
  29. Kim, S., & Kim, H. (2021). The benefits of YouTube in learning English as a second language: A qualitative investigation of Korean freshman students’ experiences and perspectives in the U.S. Sustainability, 13(13), Article 7365. https://doi.org/10.3390/su13137365
  30. Koc, M., & Yucel, H. H. (2022). University students’ perceptions about the educational videos on YouTube. In Proceedings of the International Conference on Social and Education Sciences (pp. 243-250).
  31. Kusumariana, D. (2022). Students ‘perception on the role of YouTube video as a learning source in improving their vocabulary [Bachelor’s thesis, Arabian Gulf University].
  32. Legris, P., Ingham, J., & Collerette, P. (2003). Why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40(3), 191-204. https://doi.org/10.1016/S0378-7206(01)00143-4
  33. Listiani, N. K. M., Suwastini, N. K. A., Dantes, G. R., Adnyani, N. L. P. S., & Jayantin, I. G. A. S. R. (2021). YouTube as digital learning resources for teaching bilingual young learners. In Proceedings of the 2nd International Conference on Technology and Educational Science (pp. 156-162). Atlantis Press. https://doi.org/10.2991/assehr.k.210407.230
  34. Liu, D., & Luo, J. (2021). College learning from classrooms to the Internet: Adoption of the YouTube as supplementary tool in COVID-19 pandemic environment. Education and Urban Society, 54(7), 848-870. https://doi.org/10.1177/00131245211062516
  35. Ly, N. M. C., Chu, T. D., Tran, T. H. A., & Pham, Q. A. (2024). Students’ perception of using YouTube to learn English: A case study at Van Lang University. International Journal of TESOL & Education, 4(3), 20-45. https://doi.org/10.54855/ijte.24432
  36. Madani, N. S., Hidayat, M. T., & Hasim, W. (2023). The students’ perceptions on the use of YouTube in learning vocabulary. English Education and Applied Linguistics Journal, 6(3), 122-132. https://doi.org/10.31980/eeal.v6i3.70
  37. Mady, M. A. and Baadel, S. (2020). Technology-enabled learning (TEL): YouTube as a ubiquitous learning aid. Journal of Information & Knowledge Management, 19(1), Article 2040007. https://doi.org/10.1142/S0219649220400079
  38. Maheshwari, G. (2023). Factors influencing students’ intention to adopt and use ChatGPT in higher education: A study in the Vietnamese context. Education and Information Technologies, 29(10), 12167-12195. https://doi.org/10.1007/s10639-023-12333-z
  39. Marangunić, N., & Granić, A. (2015). Technology acceptance model: A literature review from 1986 to 2013. Universal Access in the Information Society, 14, 81-95. https://doi.org/10.1007/s10209-014-0348-1
  40. Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student perceptions towards the use of YouTube as an educational tool for learning and tutorials. International Journal of Instruction, 13(2), 119-138. https://doi.org/10.29333/iji.2020.1329a
  41. Putri, H. R. (2022). The effectiveness of teaching speaking by using drilling method through YouTube. Journal of English Teaching, Literature, and Applied Linguistics, 6(1), 70-81. https://doi.org/10.30587/jetlal.v6i2.4069
  42. Sadaf, H., Rasheed, B., & Ahmad, A. (2024). Exploring the role of YouTube lectures, vlogs, and videos in enhancing ESL learning. Journal of Asian Development Studies, 13(2), 657-670. https://doi.org/10.62345/jads.2024.13.2.52
  43. Sakkir, G., Dollah, S., & Ahmad, J. (2020). Students’ perceptions toward using YouTube in EFL classrooms. Journal of Applied Science, Engineering, Technology and Education, 2(1), 1-10. https://doi.org/10.35877/454RI.asci2125
  44. Sarstedt, M., Ringle, C. M., & Hair, J. F. (2022). Partial least squares structural equation modeling. In C. Homburg, M. Klarmann, & A. Vomberg (Eds.), Handbook of market research (pp. 587-632). Springer. https://doi.org/10.1007/978-3-319-57413-4_15
  45. Shafirova, L., & Sá, M. H. A. E. (2024). Students making videos on social media: Exploring the potential of online videos for language learning. Texto Livre Linguagem E Tecnologia, 17. https://doi.org/10.1590/1983-3652.2024.51663
  46. Sharma, S., Singh, G., Sharma, C. S., & Kapoor, S. (2024). Artificial intelligence in Indian higher education institutions: A quantitative study on adoption and perceptions. International Journal of Systems Assurance Engineering and Management. https://doi.org/10.1007/s13198-023-02193-8
  47. Soliman, M., Ali, R. A., Khalid, J., Mahmud, I., & Ali, W. B. (2024). Modelling continuous intention to use generative artificial intelligence as an educational tool among university students: Findings from PLS-SEM and ANN. Journal of Computers in Education, 12, 897-928. https://doi.org/10.1007/s40692-024-00333-y
  48. Sukumaran, S., Xuan, T. M., & Liqiaoling. (2023). Investigating English fluency: YouTube’s impact on speaking skills for ESL learners in Malaysian higher education. Pakistan Journal of Life and Social Sciences, 21(1), 515-530. https://doi.org/10.57239/PJLSS-2023-21.1.0038
  49. Tahmina, T. (2023). Students’ perception of the use of YouTube in English language learning. Journal of Languages and Language Teaching, 11(1), Article 151. https://doi.org/10.33394/jollt.v11i1.6883
  50. Tanir, A. (2023). YouTube-assisted listening instruction (YALI): A study of listening comprehension and listening anxiety of university students of German as a foreign language. Research on Education and Psychology, 7(Special Issue 2), 270-299. https://doi.org/10.54535/rep.1357723
  51. Tohang, D. J. B., Tambunan, A. R. S., Pane, I. I. I., & Saad, S. (2024). Perception and use of YouTube by students in learning English: A study in a public school in North Sumatera, Indonesia. In Proceedings of the 5th International Conference on English Language Teaching (pp. 4-16). Atlantis Press. https://doi.org/10.2991/978-2-38476-333-7_2
  52. Tummalapenta, S. R., Pasupuleti, R. S., Chebolu, R. M., Banala, T. V., & Thiyyagura, D. (2024). Factors driving ChatGPT continuance intention among higher education students: Integrating motivation, social dynamics, and technology adoption. Journal of Computers in Education. https://doi.org/10.1007/s40692-024-00343-w
  53. Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
  54. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
  55. Zarzycki, Ł. (2021). The implementation of YouTube resources in language learning. In A. BuczekZawiła, & A. Turula (Eds.), CALL for background. Studies in computer assisted language learning (pp. 169-189). Peter Lang.