Using YouTube Videos to Enhance Vocabulary Acquisition among ASD Learners: Teachers’ Perspectives

This study explored teachers’ perspectives on using YouTube videos to support vocabulary acquisition among primary school learners with mild to moderate autism. Data were gathered through interviews with six teachers from two disciplines, namely Special Education and Teaching English as a Second Language (TESL), to gain insights into how YouTube videos are perceived and used for vocabulary instruction in inclusive classroom contexts. Analysis of the data showed that teachers generally viewed the use of YouTube videos positively, perceiving them as effective in engaging learners, capturing their attention, and supporting a more meaningful understanding of newly learned vocabulary and related concepts. The findings further revealed alignment between the use of YouTube videos and Mayer’s (2021) Cognitive Theory of Multimedia Learning (CTML), particularly the principles of contiguity, segmentation, coherence, redundancy, and modality, which may help minimise unnecessary cognitive load. Overall, the findings suggest that YouTube videos can serve as an effective complementary educational tool for supporting vocabulary acquisition among learners with Autism Spectrum Disorder (ASD) when used in alignment with appropriate pedagogical principles. The study contributes empirical insights into teachers’ perspectives on the use of YouTube videos as technology-mediated vocabulary instruction in inclusive primary school settings, an area that remains underexplored. Despite the positive feedback, teachers emphasised the need for careful planning and adequate professional support. Accordingly, the study highlights the importance of structured training and guidance to help teachers select and integrate YouTube videos in pedagogically sound, theoretically informed, and responsive ways to the learning needs of ASD learners.