This thesis investigates the strategies employed by language learners to enhance
their listening skills through the use of YouTube videos, utilizing a quantitative
descriptive design and a questionnaire as the primary research instrument. As
technology continues to play an increasingly significant role in education,
YouTube has emerged as a valuable platform for language learning due to its
audio-visual nature and vast content variety. Understanding the strategies
employed by language learners and their content preferences on YouTube is
crucial for optimizing language learning experiences. Through a systematic
selection of participants, data were collected via a structured questionnaire
designed to gather quantitative data related to participants' listening practice
strategies and content preferences on YouTube. The responses were analyzed
using statistical methods to provide descriptive insights into the learners'
behaviors and preferences. The findings revealed that language learners frequently
employ strategies such as utilizing subtitles, mimicking pronunciation and
intonation, and pausing videos for reflection during their listening practice. Music
videos and songs were identified as the most preferred content type, followed by
podcasts, interviews, and educational videos. These findings can aid language
educators in selecting appropriate materials and activities to optimize their
students' listening skill development using YouTube. The study's outcomes
highlight the importance of integrating technology, particularly YouTube, as a
powerful resource for language learning. The quantitative descriptive design and
questionnaire-based research instrument provide a comprehensive understanding
of learners' practices and preferences. Further research is recommended to explore
the long-term impact of using YouTube for listening practice and its potential
benefits for learners in diverses language learning contexts.