Integrating YouTube Videos in Pronunciation Instruction within EFL Educational Context: A Systematic Literature Review
Keywords: english as a foreign language, pronunciation , HOTS, critical thinking skills, systematic literature review., YouTube video
Abstract
The integration of YouTube videos in English as a Foreign Language (EFL) pronunciation instruction has gained increasing attention in recent years, reflecting the growing role of digital media in language learning. As empirical studies in this area continue to expand, a comprehensive synthesis is necessary to identify effective pedagogical practices. This study presents a systematic review of recent research examining the use of YouTube as a tool for improving learners’ pronunciation skills. Data were collected from the Google Scholar database using the Publish or Perish (PoP) application, resulting in the selection of fifteen peer-reviewed articles published between 2021 and 2025. The analysis focuses on three key aspects: the pedagogical impact of YouTube videos on pronunciation development, instructional strategies employed by educators, and the technological affordances that facilitate pronunciation learning across diverse EFL contexts. The findings indicate that YouTube-based instruction can significantly enhance learners’ pronunciation accuracy, engagement, and exposure to authentic language input when supported by appropriate pedagogical design. The study also discusses identified limitations and offers recommendations for future research and instructional practice to optimize the use of digital video platforms in EFL pronunciation teaching.
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