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Description
This study investigates EFL students’ perspectives on the use of Instagram Reels and YouTube videos for learning English listening skills at a university in Ho Chi Minh City. Adopting a mixed-methods design, the research collected quantitative data through questionnaires and qualitative insights through semi-structured interviews with English-major students. The findings indicate that both platforms were perceived as accessible, engaging, and useful for improving vocabulary, pronunciation, and exposure to authentic language use. Students also valued the flexibility of learning anytime and anywhere, as well as the variety of topics and accents available on the two platforms. However, several challenges were identified, including distracting content, inconsistent video quality, fast speech, and difficulties in selecting materials appropriate to learners’ proficiency levels. Overall, the study suggests that Instagram Reels and YouTube videos can serve as valuable supplementary resources for listening development when supported by appropriate guidance from teachers and learners’ strategic use of digital media.
Keywords: perspectives, Instagram Reels, YouTube videos, EFL students, listening skills
