Social media for vocabulary learning: Exploring YouTube’s effectiveness in EFL contexts – A study of video-based language learning

Elaoufy, Haytham (2025) Social media for vocabulary learning: Exploring YouTube’s effectiveness in EFL contexts – A study of video-based language learning. International Journal of Science and Research Archive, 15 (3). pp. 1122-1136. ISSN 2582-8185

In the digital era, online platforms like YouTube have transformed how language learners acquire vocabulary outside traditional classrooms. This study investigates the role of YouTube as a supportive tool for learning English vocabulary among EFL students at Moulay Ismail University. Using a mixed-methods approach, the study combines quantitative data from an online questionnaire with qualitative insights drawn from open-ended responses. The study involved 193 EFL students selected through purposive sampling. The findings reveal that a significant number of students frequently use YouTube to enhance their vocabulary, favoring informal and context-rich content such as vlogs, entertainment clips, and subtitled videos. Learners engage actively with the platform by pausing, taking notes, interacting with comment sections, demonstrating strategic and autonomous learning behaviors. Students also report high levels of motivation and ease in accessing suitable content, underscoring YouTube’s potential as an engaging and learner-centered resource. While the study highlights the educational value of YouTube in vocabulary learning, it also identifies notable challenges. These include distractions, unreliable subtitles, and a lack of structured guidance, which may hinder consistent progress. Furthermore, the research is limited by its reliance on self-reported data and the narrow focus on EFL students from a single institution, which may affect the generalizability of the results. The study offers several implications for educators and curriculum designers, suggesting the integration of well-selected YouTube content into language instruction to support learner autonomy and engagement. Future research should explore broader populations and assess the long-term impact of video-based learning on vocabulary development. Overall, the findings affirm YouTube’s relevance as a dynamic and accessible platform for enhancing vocabulary learning in EFL contexts.