Abstract:
Abstract: This study investigated the pedagogical and technological challenges faced by senior high school English teachers in using YouTube videos for teaching English. The objectives of this study were to identify the pedagogical challenges and examine the technological challenges encountered by teachers when integrating YouTube videos into English instruction. This study employed a qualitative case study design involving two English teachers from two senior high schools in Ciamis, West Java, selected through purposive sampling. Data were collected through classroom observations using an observation checklist and semi-structured interviews. The data were analyzed qualitatively through classification, interpretation, and triangulation. The findings revealed several pedagogical challenges, including selecting appropriate video content, addressing differences in students’ English proficiency, maintaining students’ attention, guiding students’ understanding, and managing classroom activities. Technological challenges included unstable internet connections, unexpected advertisements, limited classroom equipment, and students’ limited internet access when accessing videos individually. The findings also indicated that pedagogical and technological challenges were interconnected, as technological limitations could affect classroom instruction, while pedagogical considerations influenced teachers’ choices in using YouTube. Furthermore, effective YouTube integration requires teachers to consider the relationship between technological, pedagogical, and content knowledge, as reflected in the TPACK framework. Therefore, YouTube can provide useful and engaging resources for English teaching, but its effective implementation depends on teachers’ ability to select, adapt, and manage digital resources according to students’ needs and classroom conditions.
