Improving english pronunciation using YouTube videos and voice recordings

Abstract

Abstract: This study aimed to examine the effect of using YouTube videos and recordings of students English pronunciation. This investigation was conducted at a private high school in the province of Loja and employed a mixed method approach, including quantitative data from pre- and post-test as well as responses from a questionnaire. The qualitative data was obtained from observations with an observational sheet, a perception questionnaire, and a rubric. The sample of this study involved forty-two second-year high school students and two EFL teachers. The instruments used during the data collection stage were an observational sheet, a pre- and post-test and a students questionnaire. The analysis reveals that the experimental group benefited significantly from using voice recordings and YouTube videos, which students perceived as effective, engaging tools for improving pronunciation and understanding various English accents. In contrast, the control group faced challenges due to institutional restrictions on mobile phone use and limited integration of technology by the teacher. These differences indicate that incorporating accessible digital tools enhances language learning outcomes, while the lack of such resources hinders student progress and engagement.