Persistent use of internet specifically social networking has provided vast opportunities to enhance the quality of teaching and learning of university students. The usage of YouTube videos in the classroom is imperative to meet the educational needs of the younger generation. While text-based resources have remained the standard for centuries, currently, with the fast pace of the development of technology, the usage of YouTube videos in teaching and learning has become a trend. There are a few studies conducted on students’ perceptions of using YouTube to learn the English language. Research suggests that this generation of individuals have different styles of learning due to their familiarity with technology. How students learn and gain information from watching YouTube videos in learning the English language is very important in teaching setting. Other studies that were conducted also explored students’ perceptions of YouTube as an effective tool to learn English among ESL learners. Hence, the purpose of this study was to investigate (RQ1) the students’ interests and (RQ2) the students’ perceptions on the use of YouTube in learning English. The results of this study revealed that students are highly interested to use YouTube in learning English. It was also discovered that the students have used YouTube to help them completed their course assignments and study tasks. Hence, it can be concluded that the students preferred to use English YouTube videos to help them enhance their English language proficiency.
Axelson, R., & Flick, A. (2011). Defining student engagement. Change: The Magazine of Higher
Learning, 43(1), 38-43.
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the
college classroom. International Journal of Teaching and Learning, 5(1), 1-21.
Brünner, I. (2013). Using Language Learning Resources on YouTube. International Conference
“ICT for language learning’. 6th edition. Libreriauniversitaria.it. Retrieved on September 10 2015 from: http://conference.pixelonline.net/ICT4LL2013/common/download/Paper_pdf/215-ELE13FP-Bruenner-ICT2013.pdf
Chhabra, P. (2012). Use of E-learning tools in teaching English. International Journal of
Computing & Business Research. Retrieved on Disember 12 2015 from:
http://www.researchmanuscripts.com/isociety2012/9.pdf
Duffy, P. (2008). Engaging the YouTube google-eyed generation: Strategies for using Web 2.0 in
teaching and learning. The Electronic Journal of e-Learning, 6(2), 119-130.
Fill, K., & Ottewill, R. (2006), Sink or swim: taking advantage of developments in video streaming, Innovations in Education and Teaching International, 43, 4, pp 397 – 408
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To
Improve the Academy, (11), 137-159.
Frey, B. A., & Burnbaum, D. J. (2002). Learners’ perceptions on the value of PowerPoint in
lectures. ERIC Document Reproduction Service; ED 467192.
Gunadevi K. J. S., Abdullah, F. P., & Harun, R. N. S. R. (2013). Politechnic
students’ perceptions of YouTube usage in the English oral communication classroom. International Journal of Asian. Retrieved on October 2015 from http://www.pakacademicsearch.com.
Kelsen, B. (2009). Teaching EFL to the iGeneration: A survey of using YouTube as supplementary
material with college EFL students in Taiwan. CALL-EJ Online, 10(2). Retrieved on July 2015 from http://callej.org/journal/10-2/kelsen.html
Klimova, B. F., & Poulova, P. (2014). ICT as a motivational tool in the learning of foreign
languages. Proceedings of the 2014 International Conference on Educational Technologies and Education. 53-56.
Nguyen, N. H. T., & Tri, D. H. (2014). An exploratory study of ICT use in English language learning
among EFL university students. Teaching English with Technology, (4), 32-46.
Prensky, M. (2001). Digital natives, Digital immigrants Part 1. On the Horizon, 9(5), 1-6.
Romanelli, F., Bird, E. & Ryan, M. (2009). Learning Styles: A review of theory, application and
best practices. American Journal of Pharmaceutical Education. Retrieved on Jun 2016 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690881/.
Roodt, S., & Peier, D. (2013). Using YouTube in the classroom for the net generation of
students. Issues in Informing Science and Information Technology, 10, 473-487.
Roodt, S., & De Villiers, C. (2011). Using YouTube as an innovative tool for collaborative learning
at undergraduate level in tertiary education. Proceedings of the AIS SIG-ED IAIM 2011 Conference.
Sharif, R. (2005). PC skills, English crucial, Kong tells grads. The Star Online. Retrieved on July
2015 from http://www.icdl.com.my/news.asp?news=4 (03/02/2009).
Snelson, C. (2009). Web-based video for e-learning: Tapping into the YouTube phenomenon. In
H. Yang & S. Yuen (Eds.), Collective intelligence and e-learning 2.0: Implications of web-based communities and networking (pp.147-166). PA: IGI
Snelson, C. (2011). YouTube across the disciplines: A review of the literature. MERLOT Journal
of Online Learning and Teaching, 7(1), 159-169.
Social Science, (2013). 3(9):1962-1966 Retrieved on September 2015 from http://www.aessweb.com/journal-detail.php?id=5007
Tan, E., & Pearce, N. (2012) Open education videos in the classroom: Exploring the opportunities
and barriers to the use of YouTube in teaching introductory sociology. Research in Learning Technology, 19, 128-137.
Teo, T., Chai, C. S., Hung, D.,
In-Text Citation: (Zaidi et al., 2018)
To Cite this Article: Zaidi, A., Awaludin, F. A., Karim, R. A., Ghani, N. F. C., Rani, M. S. A., & Ibrahim, N. (2018). University Students’ Perceptions of YouTube Usage in (ESL) Classrooms. International Journal of Academic Research in Business and Social Sciences, 8(1), 534–545.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
