YouTube Spoken Corpora in Pronunciation Instruction for Fostering Intercultural Willingness to Communicate
DOI:
https://doi.org/10.5281/zenodo.21260676Keywords:
YouTube spoken corpora, Pronunciation instruction, Mutual intelligibility, Intercultural willingness to communicate, Cognitive loadAbstract
Traditional pronunciation training is mainly based on native speaker ideals, sometimes neglecting the practical realities of worldwide mutual intelligibility. This study investigates how YouTube-based spoken corpora might enhance phonological clarity and encourage intercultural willingness to communicate among EFL students. This study uses a qualitative descriptive synthesis design to examine peer-reviewed empirical literature from the Scopus, Web of Science, Google Scholar and ERIC databases published between 2015 and 2026. The findings indicate that raw YouTube speech contains harmful social prejudices, performative accent stereotypes, and serious demographic mistakes inside automated caption algorithms. Direct digital exposure results in early phonological shock and passive entertainment comfort rather than active, long-term psychological speaking resilience. The synthesis produces a three-tiered instructional assessment matrix that considers auditory features, visual scaffolding, and tight cognitive working memory capacity restrictions. However, this framework is limited by a heavy reliance on existing literature and Western-centric survey snapshots, necessitating future longitudinal action research and manual human-in-the-loop transcript audits.
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