MOTIVATION, CONFIDENCE, AND ENGAGEMENT IN YOUTUBE MEDIATED EFL SPEAKING: INSIGHTS FROM JORDANIAN LEARNERS

Abstract

This qualitative study explores how Jordanian EFL undergraduates looking to improve their speaking abilities are motivated, confident, and engaged when using YouTube-mediated language learning strategies (LLS). A semi-structured protocol was used to interview twelve participants from a 16-week intervention, emphasising affective, behavioural, and cognitive experiences. The six-phase model proposed by Braun and Clarke (2006) was used to analyse the data thematically. Three main themes surfaced: (1) motivation through authentic multimedia input, (2) confidence building via observation and imitation, and (3) engagement through self‑regulated practice. The results show that YouTube increases intrinsic motivation, self-efficacy, and enjoyment by acting as an affective catalyst as well as a language resource. In terms of pedagogy, the study emphasises how crucial it is to incorporate video-based strategy instruction in order to improve students’ affective engagement and communicative competence.