Pham Minh Huy1, John R. Baker2 & Nhi Khanh Tran3
1 Creative Language Center, Ton Duc Thang University, Ho Chi Minh City, Vietnam. Email: tg_phamminhhuy@tdtu.edu.vn. https://orcid.org/0000-0002-7174-3392
2Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam. Email: drjohnrbaker@tdtu.edu.vn. https://orcid.org/0000-0003-3379
3 Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam. Email: trankhanhnhi@tdtu.edu.vn. https://orcid.org/0000-0002-4833-8073
Volume 13, Number 4, 2021 I Full-Text PDF
DOI: 10.21659/rupkatha.v13n4.58
Abstract
There is a growing body of international literature that has shown positive student perceptions of using YouTube as a source of supplementary teaching and learning material. The literature further shows that YouTube use in Vietnamese educational settings is growing. However, empirical investigations in this region are lacking. As such, the question arises whether international studies’ results may be generalizable to this context. However, no replication studies have been undertaken to explore this. This mixed-methods external approximate replication of the seminal work in this field (Kelsen, 2009) was conducted to address this gap. The triangulated results (descriptive statistics, inferential statistics, qualitative interpretation) demonstrated that the current study showed markedly more positive perceptions than the initial study. Following this, it is suggested that, while the initial study is historically important, generalizability may not be transferable to the current Vietnamese context. It is further suggested the current study’s results are employed as a reference for this context and a starting point for future investigations and discussions. The results’ relevancy to the broader Asian context and suggestions for further study are also discussed.
Keywords: YouTube, EFL, ESL, ELL, language learning, Z Generation, ICT, Replication, Kelsen, Supplementary resources