TESOL and Technology Studies

YouTube Use, Strategy Development, EFL Academic Performance, and Educational Class Level

2025-09-06T21:58:01+00:00

This study examined the role of YouTube use in the development of Second Language Learning Strategies (SLLSs) and English as a Foreign Language (EFL) academic performance among non-English-specialized Tunisian students, as well as its association with educational class level. The sample consisted of 210 students enrolled at the Higher Institute of Management of Gabes (ISGG). Data regarding YouTube use, SLLS employment, EFL academic performance, and educational class level were collected using a Likert-scale questionnaire. Regression analyses assessed the predictive effect of YouTube use on students’ SLLS employment and EFL academic performance, and correlation analysis was applied to examine the relationship between educational class level and YouTube use. Data visualization was performed using Seaborn, a Python-based library, to ensure a clear and effective presentation of the results. Findings revealed that YouTube use significantly predicted students’ employment of metacognitive and social strategies, which in turn strongly contributed to EFL academic performance. Moreover, a moderate positive correlation was found between students’ educational class level and their YouTube use, suggesting that higher-level students used YouTube more frequently for EFL learning. These results highlight the pedagogical value of integrating YouTube into EFL instruction to foster strategy use and improve learning outcomes.

The Effectiveness of corpus based listening sessions for intermediate language learners

2025-11-05T18:55:25+00:00

Corpus‑based approaches reposition authentic spoken data as the primary resource for listening instruction, arguing that learners develop stronger active listening skills when they encounter real usage patterns rather than contrived textbook examples. By making recurrent lexical bundles, discourse markers, prosodic tendencies, and interactional routines visible, corpora enable teachers and learners to focus on the forms and functions that actually shape comprehension in natural speech. This orientation reduces the artificial gap between classroom input and real‑world listening demands and foregrounds the processes—prediction, noticing, mapping form to function, and strategic response—that underpin effective active listening.

Understanding Summative and Formative Assessment Dynamics

2025-08-26T21:21:56+00:00

This paper aims to review the literature on types of assessment. Specifically, the paper seeks to define what is meant by summative assessment and formative assessment, and to clarify the differences between these two types of assessment. The paper also discusses the relationship between summative and formative assessment, arguing that although these types of assessment might seem to be different at many levels, their general goals should be the same. The present paper argues that effective language learning is better enhanced when both summative and formative assessment are used congruently. In this way, data that are gathered by means of formative assessments should be used to complement and consolidate data that are collected using summative assessment tasks. The paper, thus, suggests some strategies for balancing summative and formative assessments.

Students and Teachers’ Attitudes towards the Use of Project-Based Learning as a Teaching Practice to Enhance Students’ Critical Thinking Skills

2025-11-05T15:09:48+00:00

Twenty first century learners are supposed to develop different skills including critical thinking. Many attempts have been made to ensure its effective integration in the teaching and learning process relying on different approaches, methods and teaching practices. In this regard, project-based learning has been suggested as an effective tool to enhance learners’ abilities to think critically. The current study, then, aims at analysing and examining students and teachers’ attitudes vis-à-vis the use of project-based learning to boost learners’ critical thinking skills relying on two different questionnaires addressed to teachers and learners. Based on convenience sampling, 17 university teachers and 168 students responded to the questionnaires. The results confirm that the respondents hold positive attitudes towards the utility and usefulness of project-based learning in fostering learners’ critical thinking skills. Based on the findings of the current study, different recommendations and implications have been suggested for researchers and practitioners.

Key words: attitudes, critical thinking, project-based learning