Enhancing Assessment in Engineering English: YouTube as a Tool for Active Learning and Creativity

Abstract

Traditional assessment methods in Engineering English courses primarily focus on written exams, oral presentations, and assignments, often reinforcing passive learning. However, with the advancement of digital learning platforms, YouTube has emerged as an innovative tool for active learning and assessment. This paper explores the integration of YouTube as a tool for evaluating students' communication, technical presentation, and critical thinking skills in Engineering English classes. It examines the benefits, challenges, and pedagogical implications of YouTube-based assessments through case studies, student surveys, and instructor feedback. The findings suggest that incorporating YouTube fosters creativity, engagement, and digital literacy while improving students' English proficiency. The paper concludes by providing best practices and recommendations for effectively utilizing YouTube as an assessment tool in engineering education.