Exploring Eleventh-Grade Students’ Experiences of using YouTube as a Learning Tool for Flipped Reading Instruction

Abstract

In this project, we explore eleventh-grade students’ experiences with YouTube as a multimodal resource in flipped English reading instruction at an Indonesian senior high school. Using a descriptive qualitative approach, six students were selected by purposive sampling. We collected data in semi-structured interviews and analyzed them in terms of inductive and deductive coding based on Vygotsky's Sociocultural Theory and Mayer's Cognitive Theory of Multimedia Learning. The findings showed that YouTube-supported flipped instruction supported students to prepare for their classroom activities and that YouTube could be used as a learning environment: subtitles, replay, playback speed adjustment, and a way to increase student self-assurance. However, students have difficulties accessing the internet, language, and online distractions. They have solved these by replaying videos, using subtitles, translating unknown vocabulary, and reaching digital and AI resources. In general, the findings suggest that YouTube could play a role as a multi-modal resource to support students’ self-directed learning, pre-class preparation and reading comprehension. This study shows that student engagement and instructional guidance are essential in the transformation of YouTube’s technological affordances into a helpful tool for flipped EFL reading education.