Using youtube videos as a teaching resource to improve pronunciation in intermediate-level students.

Abstract

English pronunciation remains one of the least explored components in academic research on language learning. Therefore, this study aimed to analyze the use of YouTube videos as a pedagogical resource to improve pronunciation in intermediate-level students. A quantitative, pre-experimental design with a single group (n = 28) was implemented, in which pre-test and post-test measures were assessed using a pronunciation rubric and an observation checklist. The intervention combined selected YouTube videos with guided activities based on imitation and repetition techniques over a six-week period. The results indicate a statistically significant improvement in students' pronunciation (p < 0.001), although persistent difficulties were observed in intonation and the production of final consonants. The findings establish that the audiovisual contribution of YouTube videos alone does not explain phonological development; rather, their effectiveness depends on their integration within a structured pedagogical framework. The results provide empirical evidence on the conditions under which widely available digital resources can support pronunciation development in the English learning process, while acknowledging limitations related to the pre-experimental design and sample size.