Özet:

Purpose: The study aimed to investigate the effect of using a YouTube-based instructional program on university students’ listening comprehension in Jordan. Approach/Methodology/Design: The researchers followed a quasi-experimental design which consisted of one independent variable and one dependent variable. The sample included students majoring in English Language and Linguistics at Jordan University of Science and Technology (JUST), Juniors and Seniors who were distributed into two groups, a control group consisting of (46) students and an experimental group of (51) students. Findings: The results showed that there are statistically significant differences at (= 0.05) in the post-listening test scores due to the teaching method (namely, YouTube) in favor of the experimental group. Practical Implications: The results of this study might have practical implications for the Ministry of Education, teachers, and students. The recommendations should be applied to enhance students’ performance. Technology is incorporated into the teaching/learning process, and the results of this study might give insights into the students’ responses and adjustments. Originality/value: The results of this study revealed that the YouTube-based instructional program was effective in improving the students’ listening skills as compared with the conventional methodology. In this case, implementing YouTube is highly recommended and should be widely rooted in the Jordanian EFL classes as its advantages are aplenty.

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