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Eight non-English department students volunteered as participants, sharing data through written reflections and three rounds of semi-structured focus group discussions. The data were coded and re-checked three times to strengthen result credibility. Findings show students’ general and detailed perceptions, their ways of benefiting from the videos, and difficulties encountered, informing future EFL video creators and teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-made-youtube-videos-in-online-efl-classes-non-english-department-students-perceptions-and-practices/589084/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-made-youtube-videos-in-online-efl-classes-non-english-department-students-perceptions-and-practices/589084.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about teacher-made YouTube videos?","Question",{"text":112,"@type":113},"It investigates students’ perceptions of using teacher-made YouTube videos for online English learning and how students take advantage of those videos.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the research data collected?",{"text":117,"@type":113},"Eight non-English department students provided written reflections, followed by three rounds of semi-structured focus group discussions.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest for future EFL practice?",{"text":121,"@type":113},"Students’ perceptions and how they use the videos should be considered by future EFL video creators, including EFL teachers, and future research may use different methods, contexts, and participants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589084,1792174870,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Acuity: Journal of English Language Pedagogy, Literature, and Culture. Vol.7 No.1 2022  \n[https://jurnal.unai.edu/index.php/acuity](https://jurnal.unai.edu/index.php/acuity)  \nTeacher-Made YouTube Videos in Online EFL Classes: Non-English Department Students’ Perceptions and Practices  \nAriefEko Priyo Atmojo  \nUIN Raden Mas Said Surakarta, Indonesia  \n[arief.atmojo93@iain-surakarta.ac.id](arief.atmojo93@iain-surakarta.ac.id)  \n[DOI: 10.35974/acuity.v7i2.2531](DOI: 10.35974/acuity.v7i2.2531)  \nAbstract  \nThis research aims to seek answers on the students’ perceptions towards teacher-made YouTube videos for learning English online and how do they take advantage of the videos. Eight non-English department students were invited to become participants and they voluntarily accepted the invitation. Data were garnered through written reflections. It was then continued by three rounds of semi-structured focus group discussion. Coding was performed to analyse the data and done thrice in different times to ensure the credibility of the results. The results indicate the students ’ general and detailed perceptions on the use of teacher-made YouTube videos which are very fruitful. The findings also show how the students use and take advantage of the videos and some difficulties they encounter. It implies that the students’perceptions and how they use and take advantage of the videos should be considered by EFL video creators in the future, including EFL teachers. Future researches may apply different methods, contexts, and participants.  \nKeywords: EFL classes, non-English department students, online EFL learning, students’perceptions, YouTube videos.  \nINTRODUCTION  \nResearch and publication on the use of YouTube for teaching English and facilitating students’learning are currently growing. Researchers have carried out investigations regarding students’perceptions of learning English through YouTube (Gracella & Nur, 2020), the use of TED and YouTube in extensive listening (Saputra & Fatimah, 2018) , students’ voices on the use of YouTube to improve pronunciation in blended learning (Purnamasari, 2018), grammar video analysis of Brazilian YouTube Channels (de Azevedo & Matias, 2019) , incorporating YouTube clips to develop students’ cultural understanding (Maryani & Aguskin, 2019) , the selection of learning materials from YouTube for an ESP course (Simbolon & Febrianti, 2020) , and the use of YouTube for learning spoken discourse (Albahiri & Alhaj, 2020) . These aforementioned publications have reported that the use of YouTube has had great advantagesin facilitating English language learning in many aspects such as listening, pronunciation, cultural understanding, and spoken discourse. Fakhruddin, Usman, Rahmawati, & Sulvinajayanti (2020) also highlight that the efficacy of YouTube for teaching English has been reported many times. Obviously, some researches regarding the use of YouTube videos are focused on developing English skills including vocabulary, reading, writing, listening, speaking, and critical thinking skill (Maryani & Aguskin, 2019) .  \nNotwithstanding the array of researches on the use of YouTube for teaching English (Maziririet al., 2020; Wang & Chen, 2020), literature still lacks of researches and publications  \naddressing the use of YouTube for teaching English to non-English department students in tertiary education amidst the COVID-19 pandemic whereas it is urgent since this global pandemic has changed many things including how the teaching and learning of English should take place (Atmojo & Nugroho, 2020; Pasaribu & Dewi, 2021) and YouTube has great potentials to be utilized in a language class from primary to tertiary education (Albahiri & Alhaj, 2020) . One relevant work contributing to this body of literature is derived from Simbolon & Febrianti (2020) who publish their work related to the use of YouTube in a maritime English course carried out amidst the COVID-19 pandemic at a vocational university in Indonesia. Ho","cbCaifrJ4TYrNa9q","https://ap.wps.com/l/cbCaifrJ4TYrNa9q","pdf",255529,14,"English","# Introduction\n## Background: growing interest in YouTube for English teaching\n## Research gap during the COVID-19 pandemic\n## Role and advantages of YouTube in EFL learning","[{\"question\":\"What does the study investigate about teacher-made YouTube videos?\",\"answer\":\"It investigates students’ perceptions of using teacher-made YouTube videos for online English learning and how students take advantage of those videos.\"},{\"question\":\"How were the research data collected?\",\"answer\":\"Eight non-English department students provided written reflections, followed by three rounds of semi-structured focus group discussions.\"},{\"question\":\"What do the results suggest for future EFL practice?\",\"answer\":\"Students’ perceptions and how they use the videos should be considered by future EFL video creators, including EFL teachers, and future research may use different methods, contexts, and participants.\"}]","Teacher-Made YouTube Videos in Online EFL Classes: Non-English Department Students’ Perceptions and Practices | PDF",1792066520,35]