Our team is investigating YouTube as an educational delivery technology, focusing on the English with Emma channel. We are critically exploring how YouTube facilitates informal, video-based language learning and what implications this modality has for accessibility, learner engagement, inclusivity, and the broader socio-political dimensions of educational technology.
YouTube has revolutionized the accessibility of education by enabling creators to reach global audiences with minimal barriers (Papadakis et al., 2023). The English with Emma channel exemplifies how learners can access language lessons outside of traditional educational systems. The learning event in question is not a formal course but a series of bite-sized video tutorials designed to provide valuable English language skills, from basic grammar to conversational fluency. These lessons are self-directed, with users selecting videos based on their needs and interests, making learning highly individualized. This approach reflects a growing trend in digital learning that enables creators to upload, organize, and distribute educational material to a global audience without the constraints of formal learning environments (Brook, 2011).
Our background reading highlights both the promise and complexity of YouTube as a learning platform. Papadakis et al. (2023) discuss algorithmic influence and the pedagogical potential of educational YouTube videos. Ghaban and Selim (2022) map current research, noting how YouTube enables self-paced and accessible learning, yet reinforces inequalities. Saqr and Yusof (2023) emphasize engagement challenges and the need for pedagogical intentionality. Brook (2011) critiques dominant speaker identities and neoliberal language ideologies embedded in ESL video content. These insights, along with Selwyn’s (2010) critique of educational technology, inform our inquiry into how YouTube’s design, creator dynamics, and platform politics shape learner experience.
Based on these findings, we developed the following research questions:
- To what extent does the YouTube channel promote active language learning strategies compared to traditional classroom methods?
- How inclusive is the channel regarding captioning, subtitles, visual design, and speech clarity for diverse learners, including those with disabilities?
- To what extent does the channel’s open-access model reduce barriers for marginalized or low-income learners globally?
- How are the lessons using short, focused content, and how does this help learners retain information and stay motivated?
These questions also connect to broader issues of diversity and accessibility: Who is able to access this information? Are accessibility decisions driven by learners, creators, or YouTube’s algorithms? And who ultimately benefits?
To explore these issues, we are examining how YouTube has modified how people choose and access learning through its design (layout, features, interactivity or lack thereof), assumptions (e.g., whether content creators understand the diverse needs and backgrounds of their audiences), and delivery (video format, pacing, accessibility features). Rather than focusing on potential, we are analyzing how the platform works in practice — who it includes, who it excludes, and why (Selwyn, 2010).
We are looking at learner engagement, platform bias (for example, a student looking for English lessons may mostly see white, English-speaking creators, even though learners and educators exist globally), and accessibility, using videos from English with Emma as our case study. We aim to connect these issues to learning theory and broader concepts of inclusion. Our inquiry posits: is passive video learning truly accessible, or does it reinforce existing inequities? (589 words)
References
Brook, J. (2011). YouTube and English language learners: A content analysis of educational videos. TESOL Working Papers Series, 9(1), 1–10. https://www.hpu.edu/research-publications/tesol-working-papers/2011/9_1-2_Brook.pdf
Ghaban, W., & Selim, A. (2022). YouTube and education: A scoping review. Frontiers in Education, 7, 970200. https://www.frontiersin.org/articles/10.3389/feduc.2022.970200/full
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2023). Algorithmic bias and educational design on YouTube: A critical perspective. Computers, 12(2), 24. https://www.mdpi.com/2073-431X/12/2/24
Saqr, M., & Yusof, N. (2023). Engagement challenges in YouTube-based learning. International Journal of Emerging Technologies in Learning, 18(10), 132–145. https://doi.org/10.3991/ijet.v18i10.38893
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. https://doi.org/10.1111/j.1365-2729.2009.00338.x
15 April 2025 at 5:18 pm
Great technology, learning event and questions! I wonder if there might be an opportunity to compare YouTube to the autodidactic learning of language through mimicry that occurred with the introduction of broadcast technology (radio & television)? YouTube adds an entire layer where language can not only be observed and emulated, but creators can also explain the language in greater depth by providing cultural context, describing structure, and progressively building competency. There are opportunities to dig into algorithmic biases, creator remuneration and incentives, and the lack of native reinforcement mechanisms. Fantastic stuff, team.
I am looking forward to your presentation!
20 April 2025 at 11:52 am
Thank you, Chris — your comment adds some really interesting depth. Drawing a parallel between YouTube and earlier forms of broadcast technology like radio and television opens up a rich historical lens. The distinction you point out — that YouTube allows for not just mimicry but also explanation and structured scaffolding — is definitely something worth exploring further. Your mention of algorithmic bias, monetization, and the absence of feedback mechanisms also aligns with several of the tensions we’re hoping to unpack. We really appreciate your thoughtful engagement with our work!