Self-directed Learning Strategies Through Youtube to Improve English Listening Comprehension

Abstract

Listening comprehension is often considered one of the challenging skills for non-English majors. This study investigates the role of YouTube in supporting self-directed listening practice among business students at a Vietnamese university. The study employed a mixed-methods design using pre-tests and post-tests and semi-structured interviews. The findings indicate a positive trend in students’ listening performance after a period of self-directed listening practice through YouTube. Interview data also reveal that students perceived YouTube as a useful learning resource that helps them maintain motivation and organize their listening activities. In particular, learners reported using strategies such as selecting appropriate videos, adjusting playback speed, and using subtitles to support comprehension. These practices reflect key components of self-directed learning, including self-management, self-monitoring and motivation. The study suggests that integrating online video resources into English for Occupational Purposes (EOP) courses may help promote listening development and learner autonomy.