Exploring the Integration of Youtube-Based Learning to Improve Arabic Learners’ Listening and Speaking Skills

Exploring the Integration of Youtube-Based Learning to Improve Arabic Learners’ Listening and Speaking Skills

Suzzana Othman¹, Aqilah Arshad^2*, Asma’ Fauzi³, Najib Abqari Mohd Zaidin⁴

^1,2,3Academy of Language Studies, Universiti Teknologi MARA, Cawangan Melaka, Kampus Alor Gajah, Melaka Malaysia,

⁴Fakulti Pendidikan, Universiti Islam Selangor

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000401

Received: 10 September 2025; Accepted: 17 September 2025; Published: 13 October 2025

ABSTRACT

The digital revolution has reshaped language education, introducing new modalities for teaching and learning. Among these, YouTube has emerged as a versatile platform for delivering accessible, flexible, and engaging resources. This paper mainly explores the effectiveness of e-Kalam: Arabic Made Easy, a YouTube-based learning kit designed to improve the listening and speaking skills of Arabic learners. A quantitative study involving 111 UiTM and UTeM learners was conducted using structured questionnaires to examine engagement, accessibility, content quality, and overall satisfaction. The findings reveal that learners reported high engagement with significant improvements in listening comprehension and enhanced speaking confidence levels. The accessibility and audio clarity were rated highly, and most learners expressed a willingness to continue using and recommending the platform. The study concludes that YouTube-based learning provides an effective medium for developing Arabic listening and speaking proficiency. However, opportunities for greater use of for language learning practice remain a key area for future enhancement.

Keywords: YouTube-based learning, Arabic language, listening skills, speaking skills, digital pedagogy

INTRODUCTION

Background of the Study

Arabic language teaching has undergone a significant transformation over centuries, evolving from classical, teacher-centered approaches rooted in Quranic memorization to modern communicative and technology-driven pedagogies. With the globalization and the emergence of online platforms, the new approaches have become essential in making Arabic learning more accessible to diverse learners.

Furthermore, the COVID-19 pandemic accelerated the adoption of online learning, highlighting YouTube as a leading educational tool due to its accessibility, cost-effectiveness, and multimedia capabilities. YouTube allows learners to engage with authentic input, subtitles, visual cues, and interactive features, making it a promising medium for enhancing listening and speaking skills.

This study introduces e-Kalam: Arabic Made Easy, a YouTube-based digital learning kit developed to support beginners and non-native speakers. The kit emphasizes practical listening and speaking through pronunciation drills, conversational phrases, and real-life vocabulary. The traditional methods will unlikely provide learners the flexibility to study anytime, anywhere, at their own pace.

In the context of Arabic language courses, language learning approaches can be used to strengthen specific skills such as reading comprehension, grammar proficiency, and videos as teaching aids. Studies have shown that learning through videos can enhance student engagement and facilitate content understanding, especially in foreign language learning (Mayer, 2009; Sarah et al., 2024).

Based on these needs, this study aims to examine the effectiveness of e-Kalam in improving, particularly in the context of listening and speaking skills, focusing on learners’ engagement, accessibility, content quality, and overall satisfaction.

The Importance of the Study

This study plays a crucial role in making Arabic language learning more flexible and accessible, especially for non-native speakers. Findings of this study can offer valuable insights for educators and institutions that are interested in looking to create teaching methods that better meet the needs of today’s learners. Furthermore, this research supports the global effort to enhance education quality, aligning with Sustainable Development Goal 4 (SDG 4), as set by the United Nations, which promotes inclusive, equitable, and lifelong learning opportunities for all (United Nations, 2015).

The use of YouTube as a teaching platform helps make education more open and accessible, especially for non-traditional learners who may not have the chance to enroll in full-time, conventional programs (Oliver, 2019; Malaysian Qualifications Agency, 2020). This aligns with Malaysia’s national education goals, as outlined in the Higher Education Blueprint 2015–2025 and the Malaysia MADANI framework, both of which highlight the importance of inclusivity, lifelong learning, and sustainability (Ministry of Higher Education, 2023). In this way, the study contributes to a more sustainable and meaningful shift in how higher education is delivered in the country.

Objectives

The objectives of the study are as follows:

• To explore the integration of e-kalam in terms of engagement, participation, and satisfaction in improving Arabic speaking and listening skills.
• To evaluate the effectiveness of e-Kalam YouTube videos in improving Arabic listening and skills.

LITERATURE REVIEW  

YouTube in Language Learning

YouTube has become one of the most influential digital platforms in language education due to its accessibility, wide range of content, and ability to provide authentic language exposure. Alimemaj (2010) highlighted its potential in offering learners opportunities to engage with real-world language, including pronunciation, accents, and cultural nuances beyond classroom instruction. Similarly, Abu-Rabia (2017) emphasized that YouTube Language Learning Videos (LLVs) encourage autonomous learning, as learners can pause, replay, and practice at their own pace, aligning with the shift toward learner-centered pedagogy.

Empirical studies further reinforce these insights. Aboudahr (2020) demonstrated that YouTube significantly improved the listening comprehension of 144 non-native Arabic learners at UniSHAMS, validating the platform’s effectiveness for Arabic as a foreign language. Likewise, AlSaleem (2018) found that YouTube was effective in enhancing the speaking skills of Arabic learners at WISE University, Jordan, recommending it as a tool for oral communication, listening, and pronunciation practice.

In the English as a Foreign Language (EFL) context, similar findings have been reported. Kristiani and Pradnyadewi (2021) showed that YouTube is an effective medium for improving speaking performance by addressing challenges such as lack of vocabulary, confidence, and motivation. Khasanah and Lestiyanawati (2024) found that YouTube-based instruction led to a 64% improvement in speaking abilities compared to traditional methods, emphasizing the importance of digital literacy in language learning. Melisa et al. (2023) added that learners benefit from self-directed learning, diverse content, and opportunities for active engagement, all of which strengthen speaking fluency. Furthermore, a systematic review by Salsabila and Salam (2025), synthesizing 81 studies, concluded that YouTube has a very high effect size (1.24) on English language learning, particularly in speaking skills.

Teachers’ perspectives also support YouTube’s pedagogical role. Albahlal (2019) found that Saudi EFL teachers believe YouTube lowers student anxiety, improves vocabulary, and sustains attention in speaking lessons. Similarly, Febriani and Hafifah (2019) highlighted that YouTube fosters motivation and communicative competence among high school learners in Indonesia. Collectively, these studies affirm YouTube’s role as a valuable pedagogical resource across languages and contexts.

At a broader level, YouTube supports educational inclusivity by widening access to learning opportunities, particularly for non-traditional learners who cannot pursue conventional programs (Oliver, 2019; Malaysian Qualifications Agency, 2020). This approach aligns with Malaysia’s Higher Education Blueprint 2015–2025 and the Malaysia MADANI framework, which emphasize inclusivity, lifelong learning, and sustainability (Ministry of Higher Education, 2023). It also resonates with Sustainable Development Goal 4 (SDG 4), which promotes inclusive and equitable quality education and lifelong learning for all (United Nations, 2015).

Listening and Speaking in Arabic Learning

Listening and speaking are foundational components of language learning and are especially critical for non-native Arabic learners who may have limited real-life interaction with the language. Unlike reading and writing, these skills require real-time processing, auditory discrimination, and immediate oral response. These are often areas where learners feel least confident due to the complexity of Arabic sounds, diglossia (coexistence of Modern Standard Arabic and dialects), and limited speaking opportunities in classroom settings.

Digital platforms such as YouTube offer learners extensive and repeated exposure to spoken Arabic in various dialects and registers. Through tools like subtitles, playback speed control, and interactive comment sections, learners can immerse themselves in both formal and informal speech patterns. Techniques such as shadowing (repeating speech immediately after hearing it) and mimicking native speakers allow learners to improve pronunciation, fluency, and listening accuracy (Aboudahr, 2020; AlSaleem, 2018). These strategies are particularly effective for enhancing receptive and productive oral skills in a self-directed, low-pressure environment.

YouTube also supports interactive practices. Learners can engage in role-plays, dialogue simulations, or video responses based on content viewed, enabling them to apply vocabulary and expressions in real-life contexts. Studies show that such activities enhance fluency, confidence, and long-term retention (Kristiani & Pradnyadewi, 2021; Melisa et al., 2023). Teachers also report that YouTube lowers speaking anxiety, encourages active participation, and motivates learners to experiment with language in authentic ways (Albahlal, 2019).

In addition to passive consumption, YouTube can be paired with active speaking practices such as video journaling, response recordings, or oral presentations. When these activities are guided or scaffolded by teachers, they can replicate meaningful communicative contexts, giving learners the chance to apply vocabulary and structures learned from videos. This blend of input and output mirrors real-life communication and supports long-term skill retention.

Furthermore, combining YouTube with interactive learning activities, such as role-plays, discussion forums, and digital storytelling, can foster communicative competence and learner confidence. Learners are not only exposed to language but also encouraged to use it in dynamic, real-world-like scenarios. This experiential learning model aligns with Vygotsky’s sociocultural theory, which emphasizes interaction and social context as vital to language development. Thus, the integration of YouTube into Arabic learning provides a flexible, learner-centered, and impactful tool for enhancing listening and speaking, while also supporting broader goals of equity and access in education.

Research Gap

Although YouTube has been widely researched in English language learning, much less attention has been given to its use in Arabic language education, especially for listening and speaking skills. Many Arabic courses still depend on traditional classroom teaching or focus mainly on grammar and reading, leaving fewer opportunities for learners to build confidence in oral communication. As a result, there is still limited evidence on how YouTube can be systematically integrated into Arabic instruction in ways that genuinely improve listening and speaking outcomes.

Another gap in the literature is that most studies focus only on short-term improvements, overlooking long-term outcomes such as learner motivation, confidence, and retention. Very few have examined blended learning models that combine YouTube with interactive activities, task-based assessments, or culturally relevant materials. This highlights the need for further research that explores scalable and context-sensitive approaches to technology-enhanced Arabic learning.

This study responds to these gaps by evaluating e-Kalam, a purpose-built learning kit that integrates YouTube into structured Arabic instruction with a focus on listening and speaking. Its significance lies in showing how digital platforms can make Arabic learning more flexible, accessible, and engaging, particularly for non-native learners. For students, the findings demonstrate how familiar tools like YouTube can boost motivation, personalize learning, and build practical communication skills. For teachers and institutions, the study provides insights into designing modern teaching approaches that are more responsive to learners’ needs, moving beyond rote memorization toward interactive and learner-centered methods.

Hence, this research supports Malaysia’s Higher Education Blueprint 2015–2025 and the Malaysia MADANI framework, which emphasize inclusivity, lifelong learning, and sustainability. It also aligns with Sustainable Development Goal 4 (SDG 4), which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. By addressing both local and global educational priorities, this study contributes to advancing more sustainable, impactful, and future-ready models of Arabic language education.

METHODOLOGY

Research Design

This study employed a quantitative method. A survey-based correlational design to evaluate the effectiveness of the e-Kalam YouTube platform in enhancing Arabic learners’ listening and speaking skills. The focus is on understanding learners’ perceptions of the platform in terms of engagement, accessibility, flexibility, and instructional design. A total of 111 participants, mainly university students with beginner to intermediate levels of Arabic proficiency, were selected through convenience sampling. The instrument used for this study is a structured questionnaire based on a Google Form that is distributed online.

E-Kalam: Arabic Made Easy

The development of e-Kalam: Arabic Made Easy responds to the demand for more accessible and engaging ways of learning Arabic as a foreign language. Traditional classroom approaches often emphasize grammar, memorization, and written exercises, which are important but may not effectively build the listening and speaking skills required for real-life communication. In contrast, e-Kalam adopts a learner-centered, YouTube-based approach that focuses on practical communicative competence.

Figure 1: E-Kalam: Arabic Made Easy

At its core, e-Kalam is a digital learning kit hosted on YouTube, offering interactive video lessons with narration, subtitles, visuals, and authentic dialogues. Designed using multimedia learning principles, learners engage with audio (pronunciation and intonation), visual cues (subtitles and graphics), and contextualized scenes that model real-life language use. This multimodal design ensures learners are active participants, with opportunities to listen, imitate, and practice speaking in real time.

Figure 2: E-Kalam: Arabic Made Easy Content

In short, e-Kalam leverages the strengths of YouTube as a platform, accessibility, multimedia delivery, and learner control, to design an Arabic learning kit that is flexible, engaging, and practical. Its main advantage lies in simultaneously enhancing listening comprehension and strengthening speaking practice, giving learners the confidence and ability to use Arabic in real-life contexts.

Data Sampling

This study involved 111 students enrolled in an Arabic language course from Universiti Teknologi MARA (UiTM) and Universiti Teknikal Malaysia Melaka (UTeM). Respondents were selected using convenience sampling, which provides an equal chance for all students to be included in the study (Creswell, 2018). The sample size was chosen based on the principle that quantitative descriptive studies may use samples ranging from 30 to 500 participants, depending on the research design and population (Creswell, 2018).

According to Sekaran and Bougie (2020), a sample size of 100 is sufficient for small to medium-scale studies that employ descriptive statistics such as mean and standard deviation. Furthermore, in educational research that focuses on structured questionnaires, a minimum sample of 100 is considered adequate to provide a general representation of the student population, if the selection is made randomly. Therefore, the sample size of 100 in this study is deemed appropriate and sufficient to meet the research objectives and ensure the reliability of the basic statistical analyses used.

Data Collection

Data were gathered using a structured online questionnaire distributed via Google Forms. The questionnaire consisted of 27 items using a 5-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5). The questionnaire covers five key areas, such as learners’ engagement, listening and speaking skills, accessibility and flexibility, content, and overall satisfaction with the learning kit. The respondents were informed of the study’s purpose beforehand, and their consent was obtained. All information was handled confidentially and used solely for academic purposes.

Data Analysis

The collected data were analysed using descriptive statistical techniques, specifically mean, standard deviation, and frequency distribution, to provide a clear overview of the participants’ responses and to identify general patterns and trends. The analysis enabled the summarization of responses, allowing the researchers to draw meaningful insights from the data in relation to the study objectives. In conducting this research, ethical considerations were given the highest priority. All participants were informed about the purpose and scope of the study and provided their voluntary consent before participation. Furthermore, confidentiality and anonymity were maintained at all stages, ensuring that individual identities were protected and that the data were used solely for academic and research purposes. These measures were implemented to uphold research integrity and to ensure compliance with established ethical research standards.

FINDINGS

Objective 1: To explore learners’ engagement, participation, and satisfaction in improving Arabic speaking and listening skills.

Developing proficiency in Arabic requires active learner engagement, consistent participation, and a sense of satisfaction with the learning process. These factors play a crucial role in strengthening speaking and listening skills, which are often considered the foundation of effective communication. In line with this, the first objective of the study is to explore how learners engage with e-Kalam, participate in its activities, and perceive satisfaction in using the platform to improve their Arabic speaking and listening skills.

Student Engagement and Participation

Based on Table 1, the learners reported high engagement with e-Kalam with a mean score of 4.49. The interactive visuals, subtitles, and enjoyable content were cited as motivating features that sustained participation. Learners demonstrate a high level of engagement with the e-Kalam videos. The combination of enjoyable content, effective visuals, and motivating elements makes the platform a strong tool for Arabic language learning. The consistently high mean scores with a value of 4.63 mean score validate the platform’s effectiveness in fostering learner interest and engagement.

Table 1 Students’ Engagement and Participation in Using E-Kalam

Listening Skills

Meanwhile, based on Table 2, the analysis shows that e-Kalam is highly effective in supporting Arabic language learners, particularly in enhancing learners’ engagement and listening comprehension. Learners reported high engagement, with subtitles, visuals, and enjoyable content significantly boosting motivation. The mean scores are between 4.43–4.55, which shows that learners prefer to have interactive visuals to help them in learning the Arabic language. Listening skills showed strong improvement, especially in recognizing words and understanding spoken Arabic. Thus, the mean scores for listening skills are between 4.28–4.54.

Table 2 Students’ Listening Skills Using E-Kalam

Speaking Skills

Table 3 highlights the learners’ speaking confidence improved moderately (M = 4.13–4.43). Learners reported increased willingness to practice pronunciation and use conversational phrases, though many highlighted a need for more interactive speaking opportunities. Speaking skills also improved, though slightly less than listening, with learners expressing moderate to high confidence and practice. The mean scores are 4.14 – 4.44. Learners showed notable improvement in recognizing words and understanding spoken Arabic. The highest mean scores ranged from 4.44, positively supporting YouTube’s effectiveness in supporting auditory comprehension.

Table 3 Student Engagement In Speaking Skills Using E-Kalam

Accessibility and Flexibility

The findings in Table 4 indicate that e-Kalam is perceived as a highly accessible and moderately flexible YouTube-based learning platform for Arabic. The highest-rated aspect was audio clarity, with a mean score of 4.65, highlighting the importance of clear narration in enhancing accessibility. Learners also expressed strong interest in continuing with the platform, suggesting overall satisfaction with its design and delivery.

Table 4 Acessibility And Flexibility Using E-Kalam

It suggests that the current design is largely effective and well-received. Additionally, learners showed high willingness to recommend e-Kalam to others with a mean score of 4.60, reflecting overall confidence in the platform’s quality and usefulness for Arabic language learning. Accessibility received the highest ratings, with audio clarity scoring M = 4.65. Learners valued the ability to study at their own pace and revisit content, though flexibility was rated moderate due to limited interactive speaking tasks. Overall presentation of videos scored highly a mean score, 4.49. Learners expressed satisfaction with the kit’s structure, content, and delivery, with a strong willingness to continue using the platform and recommend it to others.

Objective 2: To evaluate the effectiveness of e-Kalam YouTube videos in improving Arabic listening and skills

The multiple regression analyses were conducted to examine the effectiveness of e-Kalam on YouTube in predicting learners’ engagement, listening, and speaking skills. Across the three models, items related to learners’ motivation, video features, and frequency of use were tested to identify significant predictors. While most items did not reach statistical significance, the analyses provide useful insights into which aspects of e-Kalam are most effective in supporting Arabic language learning outcomes.

Table 1 Presents The Multiple Regression Analysis Of Engagement

The regression results in Table 1 highlight that only one variable, recognizing basic Arabic words and phrases when heard was statistically significant (B = 0.310, t = 3.15, p = 0.002). This indicates a positive and meaningful relationship between learners’ engagement with e-Kalam and their ability to recognize basic vocabulary. The other items, including motivation, perceived improvement in understanding spoken Arabic, and the helpfulness of listening exercises, did not reach significance (all p > 0.05). This suggests that while e-Kalam may foster general engagement and motivation, its strongest measurable contribution lies in supporting basic word and phrase recognition, a foundational aspect of Arabic language learning

Table 2 Presents The Multiple Regression Analysis Of E-Kalam For Listening Skil

The regression results in Table 2 indicate that none of the predictors for listening skills reached statistical significance (all p > 0.05). While audio narration showed a small positive coefficient (B = 0.135, p = 0.34), this effect was not strong enough to be significant. Visual engagement, regular viewing, and the use of subtitles and graphics all had negligible or negative coefficients with non-significant values. This suggests that, although learners value these features, they do not independently predict measurable improvements in listening skill within this model. Other external factors, such as practice opportunities or prior exposure to Arabic, may play a larger role in determining listening outcomes.

Table 3 Presents The Multiple Regression Analysis Of E-Kalam For Speaking Skills

The regression results in Table 3 show that none of the predictors for speaking skills were statistically significant (all p > 0.05). The coefficients (B) are generally small, both positive and negative, indicating weak predictive power. For example, learners’ perception of E-Kalam as an effective platform for Arabic learning had a positive but non-significant effect (B = 0.135, p = 0.34). Similarly, preferences for YouTube-based lessons and the role of subtitles and graphics did not significantly predict speaking skill improvement. This suggests that while students may enjoy and use E-Kalam, its measurable effect on speaking skill outcomes may be limited or influenced by other factors not captured in this model.

Table 4 Presents The Multiple Regression Analysis Of E-Kalam For Accessibility And Flexibility

The regression results in Table 4 reveal that none of the predictors reached statistical significance at the 0.05 level. However, the item “e-Kalam YouTube is an effective platform for learning Arabic listening and speaking” approached significance (B = 0.101, t = 1.73, p = 0.088), suggesting a possible positive relationship between learners’ perception of e-Kalam’s effectiveness and its accessibility and flexibility. Meanwhile, practicing speaking after each video (B = 0.005, p = 0.954) and preference for YouTube-based lessons (B = 0.164, p = 0.173) showed no significant predictive effect. These findings imply that while students value e-Kalam’s potential as an effective platform, its accessibility and flexibility benefits may not yet strongly translate into measurable outcomes.

This study demonstrates that e-Kalam: Arabic Made Easy is an effective YouTube-based tool for enhancing Arabic listening and speaking. High learner satisfaction, strong listening improvements, and positive speaking outcomes confirm its value. Thus, the regression results highlight that enjoyment, word recognition, and dialogue practices are key drivers of effectiveness. Future enhancements should integrate more interactive speaking tasks to balance receptive and productive gains, making e-Kalam an even more impactful tool for Arabic language learning in the digital era.

DISCUSSION

Findings affirm the role of YouTube as an effective tool for enhancing Arabic listening and speaking proficiency. Learners’ strong engagement aligns with previous research (Aboudahr, 2020; Abu-Rabia, 2017) showing YouTube’s motivational and instructional value. The improvement in listening skills reflects YouTube’s capacity to provide authentic input and visual cues. Speaking gains,

There are positives, which were comparatively lower than listening gains, echoing the challenge of fostering active oral practice in online environments. This suggests the need for complementary interactive features such as live discussions, peer practice, or AI-powered. The high ratings for accessibility highlight YouTube’s democratizing role in language learning, making Arabic education more flexible and learner centered. However, to maximize its effectiveness, e-Kalam could integrate more interactive components to balance passive listening with active speaking.

CONCLUSION

This study demonstrates that e-Kalam: Arabic Made Easy is an effective YouTube-based tool for Arabic learning, particularly for enhancing listening to comprehension and building speaking confidence. Learners reported high satisfaction, valuing the kit’s accessibility, engaging content, and clear audio. While listening skills showed the strongest improvement, speaking skills require more interactive practice. Future enhancements should focus on integrating peer-to-peer interaction, AI feedback, or live speaking tasks to foster greater oral proficiency.

Overall, YouTube provides a flexible, learner-friendly, and impactful platform for modern Arabic language teaching, bridging traditional pedagogy with digital innovation.  Hence, e-Kalam demonstrates strong potential as an effective YouTube-based Arabic learning kit, particularly for improving listening and speaking proficiency through accessible, engaging, and flexible content. Future improvements may focus on increasing opportunities for interactive speaking practice to further enhance oral proficiency, especially in daily life situations.

Limitations And Future Work

This study has several limitations. It relies on self-reported outcomes and a post-only design, which may overestimate learning gains. The absence of a comparison group and long-term follow-up also limits conclusions about retention and causality. Moreover, the findings are context-specific, and factors such as digital access or learners’ proficiency levels were not fully controlled.

Future research should incorporate pre-post testing and objective measures of proficiency to validate learners’ self-reports. Controlled comparisons between e-Kalam and alternative instructional methods are recommended to better isolate its effects. Longitudinal studies that include delayed retention tests would help assess the sustainability of learning outcomes. In addition, expanding the participant pool across different learner groups and contexts, while accounting for digital access and varying proficiency levels, would enhance the generalizability of findings.

ACKNOWLEDGMENT

The researchers would like to extend their deepest gratitude and highest appreciation to UiTM Melaka and UTeM for their continuous support throughout this research. Sincere acknowledgment is also given to the research team, whose dedication, effort, and initiative were instrumental in ensuring the successful completion of this study.

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