Teacher Guided Youtube Integration in Bangladeshi Foundation English Classes

Abstract

This study examines how teachers integrate YouTube into Foundation English speaking classes and how students and faculty describe the resulting opportunities and constraints. An exploratory descriptive study combined questionnaires from 103 first-year undergraduates at a private university in Bangladesh, interviews with five English language teaching faculty members, and four classroom observations. Sixteen videos were introduced across twelve speaking classes; four lessons of approximately sixty minutes were observed. The analysis focuses on reported perceptions and documented classroom practices. Teachers prepared vocabulary and discussion prompts, paused videos to clarify language and cultural references, and organized subsequent speaking tasks. Students expressed favorable perceptions of video-supported practice, while observations recorded voluntary contributions, extended exchanges, and reuse of expressions. Participation was nevertheless uneven, and difficult input, connectivity interruptions, advertisements, and limited immediate feedback constrained use. Inconsistent aggregate survey totals prevent defensible estimates of response prevalence. Because speaking proficiency was not measured longitudinally or against a comparison group, these findings do not establish learning gains attributable to YouTube. The study offers a context-specific account of teacher mediation: audiovisual resources provided material for interaction when accompanied by preparation, opportunities to speak, and feedback. Further research should verify survey distributions and examine participation and independently assessed speaking development over time.