Enhancing English Pronunciation through YouTube Videos in a Blended Learning Environment: An Experimental Mixed-Methods Study

This study is an attempt towards exploring pedagogic significance of YouTube videos related to learning of pronunciation in English as foreign language context. The scope of the study emphasizes the effect of YouTube-integrated instruction on accelerating English pronunciation skills within a blended learning landscape in Uzbekistan. Employing a quasi-experimental, mixed-methods design with both quantitative and qualitative data collection to study the cause-and-effect, the research involved a sample of 40 graduation students which was selected by purposive sampling, and assigned to control (n = 20) and experimental (n = 20) groups. The experimental group was given twelve weeks of pronunciation training using curated YouTube videos, while the control group was taught by the routine traditional method. A pronunciation assessment tool was developed and was later validated by five TESOL/ELT experts (CVI = 0.92), was administered as pre- and post-intervention. Reliability was confirmed through a pilot study (Cronbach’s α = 0.88). Quantitative analysis revealed statistically significant improvement in the experimental group’s pronunciation scores (M_pre = 2.79, M_post = 3.83; t (29) = 7.11, p < 0.001, Cohen’s d = 1.03), with special reference to the segmental clarity and Suprasegmental perception and performance. In addition to quantitative analysis, thematic analysis of semi- structured interviews with seven EFL instructors were administered through Braun and Clarke’s six-step model. As per the need, Coding procedure was followed and eventually three key themes were identified: (1) multimodal engagement boosted learner attention, (2) self-paced video content increased confidence, and (3) Suprasegmental features remained cognitively demanding without scaffolding.

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