Unpacking Students’ Perspective on YouTube as a Language Learning Tool in Developing Phonetic Skills: A Phenomenological Study

YouTube has emerged as a popular digital platform for language learning, especially among 21st-century students. This study employed a qualitative phenomenological research design to explore the experiences of first-year Bachelor of Secondary Education English students in utilizing YouTube as a tool for developing phonetic skills. The study was conducted at a public state college in Davao de Oro, Philippines, and utilized purposive sampling to select ten participants for in-depth interviews and focus group discussions. Data were analyzed using Braun and Clarke’s Six Phase Framework for thematic analysis. Findings revealed that students were intrinsically motivated to use YouTube to enhance their academic performance and improve their phonetic competence. They highlighted the effectiveness of its multimodal features—such as subtitles, phonetic transcriptions, and visual aids—in supporting accurate pronunciation and comprehension. However, they also encountered challenges in locating relevant and credible content aligned with their lessons. Furthermore, they emphasized the need for better content organization and navigation on the platform to maximize learning efficiency. Based on the findings, the study underscores the potential of YouTube as a supplementary phonetic learning tool when integrated with structured guidance and purposeful instructional use. It is recommended that educators curate and incorporate appropriate YouTube content into formal language instruction to support students’ phonological development.