CLICK AND WATCH YOUTUBE VIDEOS FOR SPELLING SUPPORT IN MALAYSIAN PRIMARY ESL CLASSROOMS: A QUALITATIVE CASE STUDY

Abstract

This qualitative case study explores how YouTube videos can support spelling development among primary ESL
pupils in Malaysia. Four Year 3 pupils were observed over three weeks while engaging with short, topic-based YouTube
videos, followed by interviews in the fourth week. Findings suggest that YouTube increased interest and made spelling
practice more enjoyable. Pupils with stronger English foundations demonstrated improved confidence, wider vocabulary,
and greater accuracy, while those with lower proficiency enjoyed the videos but required scaffolding to benefit fully.
Thematic analysis highlighted two key insights: (i) pupils were more motivated when videos were integrated into lessons,
and (ii) perceptions of YouTube varied depending on proficiency. Pedagogically, YouTube is most effective when videos
are short, age-appropriate, and paired with guided practice such as spelling drills or collaborative writing tasks. For weaker
learners, scaffolding strategies including pre-teaching vocabulary, using subtitles, or slowing playback are essential.
Overall, YouTube can serve as a valuable supplementary tool for spelling instruction, provided teacher guidance ensures
inclusivity and accuracy.