VISUAL AND VERBAL CREATIVITY IN ENGLISH TEACHING FOR ENGLISH LEARNERS: A STUDY OF YOUTUBE CHANNELS
Keywords:
Visual creativity, Verbal creativity, YouTube for English learners, Creative teaching methods
Abstract
This study aims to analyze visual and verbal creativity in English teaching content on YouTube channels. Using a qualitative approach, it examines visual elements such as animation, graphics, and text, alongside verbal techniques including storytelling, humor, and intonation variation employed by content creators in educational videos. Content analysis was conducted by identifying and categorizing these elements across several popular YouTube channels focusing on English language teaching. The findings reveal that visual aids, such as flashcards and photos, help learners connect English vocabulary with real-life contexts, making abstract concepts tangible and enhancing comprehension. Verbal elements, including clear instructions, storytelling, and humor, engage learners and reduce anxiety, fostering a motivating environment. Rachel’s English emphasizes interactive tasks supported by visuals, while Tiffany’s channel employs structured steps to encourage consistent practice and fluency building. Both channels demonstrate how verbal and visual elements complement each other to enhance learners' understanding and engagement. This study highlights the significance of integrating visual and verbal creativity in digital media to facilitate effective English learning and offers recommendations for content creators and educators to improve the quality of digital teaching materials.
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Ulger, K. (2015). The Structure of Creative Thinking: Visual and Verbal Areas. Creativity Research Journal, 27(1), 102–106. https://doi.org/10.1080/10400419.2015.992689
Woo, D. J., Wang, Y., Susanto, H., & Guo, K. (2023). Understanding English as a Foreign Language Students’ Idea Generation Strategies for Creative Writing With Natural Language Generation Tools. Journal of Educational Computing Research, 61(7), 1464–1482. https://doi.org/10.1177/07356331231175999
Albahiri, M. H., & Alhaj, A. A. M. (2020). Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms. The Electronic Library, 38(3), 531–544. https://doi.org/10.1108/EL-07-2019-0172
Ali, S. M., Yunus, K., Alshaikhi, T., & Aliia, A. M. (2025). The use of digital learning in the EFL classroom and its effect on self-perceived knowledge, learning, and English use at the University of Tabuk. E-Learning and Digital Media, 22(1), 67–85. https://doi.org/10.1177/20427530241229125
Chik, A. (2015). Creativity and Technology in Second-Language Learning and Teaching. In Creativity in Language Teaching (pp. 180–195). Routledge. https://doi.org/10.4324/9781315730936-12
Dalsgaard, C., & Ryberg, T. (2023). A theoretical framework for digital learning spaces: learning in individual spaces, working groups, communities of interest, and open connections. Research in Learning Technology, 31. https://doi.org/10.25304/rlt.v31.3084
Gao, Y., Wu, X., Yan, Y., Li, M., Qin, F., Ma, M., Yuan, X., Yang, W., & Qiu, J. (2023). The unity and diversity of verbal and visuospatial creativity: Dynamic changes in hemispheric lateralisation. Human Brain Mapping, 44(17), 6031–6042. https://doi.org/10.1002/hbm.26494
Glaser, M., & Schwan, S. (2020). Combining verbal and visual cueing: Fostering learning pictorial content by coordinating verbal explanations with different types of visual cueing. Instructional Science, 48(2), 159–182. https://doi.org/10.1007/s11251-020-09506-5
Greeves, S., & Oz, M. (2024). YouTube in higher education: comparing student and instructor perceptions and practices. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1330405
Kohler, S., & Dietrich, T. C. (2021). Potentials and Limitations of Educational Videos on YouTube for Science Communication. Frontiers in Communication, 6. https://doi.org/10.3389/fcomm.2021.581302
Lee, J.-Y. (2023). Language learning strategies used by EFL students: Does their digital fluency matter? Language Teaching Research. https://doi.org/10.1177/13621688231166881
Muftah, M. (2024). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211–226. https://doi.org/10.1108/PRR-10-2021-0060
Paivio, A. (1990). Mental Representations. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195066661.001.0001
Pan, X. (2020). Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.564294
Pikhart, M., Habeb Al-Obaydi, L., & Klimova, B. (2024). Does digital learning stimulate creativity? Cogent Arts & Humanities, 11(1). https://doi.org/10.1080/23311983.2024.2407103
Riyandi, S. W. (2022). Visual and Verbal Means to Attract our Clicks: Multimodality in Youtube Thumbnails. NOTION: Journal of Linguistics, Literature, and Culture, 4(1), 54–62. https://doi.org/10.12928/notion.v4i1.5773
Ryabokony, E., Krecan, Z., & Shmakova, L. (2020). Visualization of Educational Information as a Means of Enhancing the Cognitive Activity in Students. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences, 2020(2), 126–136. https://doi.org/10.21603/2542-1840-2020-4-2-126-136
Selfa-Sastre, M., Pifarré, M., Cujba, A., Cutillas, L., & Falguera, E. (2022). The Role of Digital Technologies to Promote Collaborative Creativity in Language Education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.828981
Shen, Z., Tan, S., & Pritchard, M. J. (2022). Understanding the Effects of Visual Cueing on Social Media Engagement With YouTube Educational Videos. IEEE Transactions on Professional Communication, 65(2), 337–350. https://doi.org/10.1109/TPC.2022.3156225
Sirait, D., Harahap, Y. S., & Handayani, A. T. (2021). THE USE OF YOUTUBE-BASED INTERACTIVE LEARNING MEDIA IN LEARNING ENGLISH IN THE NEW NORMAL ERA. European Journal of English Language Teaching, 6(4). https://doi.org/10.46827/ejel.v6i4.3703
Skulmowski, A., & Xu, K. M. (2022). Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
Tyler, C. W., & Likova, L. T. (2012). The Role of the Visual Arts in the Enhancing the Learning Process. Frontiers in Human Neuroscience, 6. https://doi.org/10.3389/fnhum.2012.00008
Ulger, K. (2015). The Structure of Creative Thinking: Visual and Verbal Areas. Creativity Research Journal, 27(1), 102–106. https://doi.org/10.1080/10400419.2015.992689
Woo, D. J., Wang, Y., Susanto, H., & Guo, K. (2023). Understanding English as a Foreign Language Students’ Idea Generation Strategies for Creative Writing With Natural Language Generation Tools. Journal of Educational Computing Research, 61(7), 1464–1482. https://doi.org/10.1177/07356331231175999
Published
2024-12-25
How to Cite
Nabila Nur Azizah, & Hesti Widiastuty. (2024). VISUAL AND VERBAL CREATIVITY IN ENGLISH TEACHING FOR ENGLISH LEARNERS: A STUDY OF YOUTUBE CHANNELS. INTERNATIONAL SEMINAR, 6, 1122 - 1133. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/305
Section
Articles
