YouTube usage as a learning tool is evident among students. Hence, the goal of this study is to examine the various factors that influence the use of YouTube as a learning tool, which influences academic achievement in a bilingual academic context. Using survey data from 704 YouTube users from Jordan’s bilingual academic institutes, the research model was empirically validated. Using Amos 20, structural equation modeling (SEM) was performed to assess the study hypotheses. SEM permits concurrent checking of the direct and indirect effects of all hypotheses. Confirmatory factor analysis (CFA) was used to validate the instrument items’ properties in addition to machine learning methods: ANN, SMO, the bagging reduced error pruning tree (RepTree), and random forest. The empirical results offer several key findings: academic achievement (AA) is influenced by the information adoption (IA) of YouTube as a learning tool. Information adoption (IA) is influenced by information usefulness (IU). Source credibility (SC) and information quality (IQ) both influence information usefulness (IU), while information language (IL) does not. Information quality (IQ) is influenced by intrinsic, contextual, and accessibility information quality. This study adds to the literature by empirically testing and theorizing the effects of YouTube as a learning tool on the academic achievement of Jordanian university students who are studying in bilingual surroundings.