An Analysis of YouTube English-Speaking Tutorials: Focusing on Content Characteristics and Learner Reactions
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This study examines the content characteristics of and learner reactions to English language learning videos on YouTube by comparing content produced by native English-speaking and native Korean-speaking YouTubers. The study collected 56 videos from the top 20 English education channels and analyzed the content characteristics using a customized evaluation checklist. Additionally, 25,283 user comments were analyzed through text mining techniques. The results showed that both native English-speaking and native Korean-speaking YouTubers primarily employed drills and audio-lingual methods. However, native English speakers tended to use more cognitively engaging strategies such as reconstruction and situated approaches. Technological features such as subtitles and sound effects were commonly used; notably, native English speakers used visual images, while native Korean speakers provided video clips for practical pronunciation. Furthermore, text mining techniques were employed to examine viewers’ responses to the popular English-language content. The findings revealed that viewers appreciated the content and admired the YouTubers’ linguistic proficiency. In contrast, learners expressed different expectations and reactions to the content created by native English-speaking and native Korean-speaking YouTubers. Consequently, this study offers insights for developing more effective designs for English language content on YouTube.
Abstract
This study examines the content characteristics of and learner reactions to English language learning videos on YouTube by comparing content produced by native English-speaking and native Korean-speaking YouTubers. The study collected 56 videos from the top 20 English education channels and analyzed the content characteristics using a customized evaluation checklist. Additionally, 25,283 user comments were analyzed through text mining techniques. The results showed that both native English-speaking and native Korean-speaking YouTubers primarily employed drills and audio-lingual methods. However, native English speakers tended to use more cognitively engaging strategies such as reconstruction and situated approaches. Technological features such as subtitles and sound effects were commonly used; notably, native English speakers used visual images, while native Korean speakers provided video clips for practical pronunciation. Furthermore, text mining techniques were employed to examine viewers’ responses to the popular English-language content. The findings revealed that viewers appreciated the content and admired the YouTubers’ linguistic proficiency. In contrast, learners expressed different expectations and reactions to the content created by native English-speaking and native Korean-speaking YouTubers. Consequently, this study offers insights for developing more effective designs for English language content on YouTube.