Students’ Acceptance of a Youtube-Based Arabic Learning Kit: A Technology Acceptance Model Approach

Abstract

This study examined students’ acceptance of a YouTube-based Arabic (Level I) learning kit using the Technology Acceptance Model (TAM). The YouTube videos were developed as supplementary learning materials to support the main course textbook and enhance students’ Arabic listening, speaking, reading, and writing skills. A quantitative survey was administered to 134 foundation-level students enrolled in the TAC101 compulsory course. Data were analyzed using descriptive statistics, reliability analysis, Pearson correlation, and regression analysis. The results revealed high mean scores across all TAM constructs, indicating that students perceived the YouTube learning kit as useful, simple to use, and engaging. Reliability analysis demonstrated strong internal consistency for all constructs (Cronbach’s α = 0.87–0.91). Correlation analysis showed strong positive relationships among perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention. Regression results further indicated that both perceived usefulness and perceived ease of use significantly predicted students’ behavioral intention to continue using the YouTube learning kit. Overall, the findings indicate a high level of student acceptance of the TAC101 YouTube learning kit and support the integration of YouTube-based materials as effective digital supplements in foundation-level Arabic language courses.