Social expression is an essential English language skill that every child should possess. In order to have a good command of the language, a child should have mastered the rules of thumb in the social skill. However, ESL learners having many constraints in social conventions as they are not native speakers of English language. In the Malaysian context, 21st century learning skill which is communicative skill has been emphasised and given utmost importance (Pandian & Baboo, 2015). However, the social skills among the Malaysian students are at unsatisfactory level whereby the social convention has not been given top priority in Malaysian schools (Azman, 2012). This study is intended to unveil the effectiveness of using YouTube in teaching social expression. This innovation of incorporating ICT and social media platform (You-Tube) in teaching social expression could be an effective blended learning approach. This is because usage of YouTube, a prominent and familiar social media platform among pupils, could trigger pupils' responses in more conducive manner as it caters their multiple intelligences (Bakar, 2007). In this intervention, 60 Year five pupils from three national schools in Perak were selected as participants. 6 YouTube videos, covering all the four language skills (Listening, Speaking, Reading and Writing) based activities were conducted to explore the effectiveness of this platform features in learning social expression. Pre and post-test and questionnaires were used as data collection methods. The main findings showed that the numbers of correct questions in post-test results increased significantly, thus portrayed understanding of social expression. As a conclusion, visualisation through YouTube is an ideal tool which could sustain participants' interest and wanting to acquire the language more.

IntroductionThe ultimate objective of the education system of Malaysia is to produce learners who are capable of mastering both Malay Language, the national language and English Language, the official and international language in Malaysia. In the context of Malaysia, English Language is positioned as the second language of the nation. Thus, the education system is tailored based on the education ministry's vision. Policies such as Highly Immersive Program (HIP) and Dual Language Program (DLP) are introduced for boosting the local English Language proficiency level.English Language has started at the root level of education where in pre-schools, children are exposed with English alphabets and simple vocabulary. After proceeding to the level of lower primary school level, children are further exposed with basic sentence structures about English Language and its usage such as daily conversations along with syntactical knowledge of the language itself. Children are then exposed to higher structural level of the language such as paragraph constructing and short essay writing. Only then the children will be exposed with a much more complex level of English essay writing and text summarizing during secondary school level. Then, English Language will be widely used during tertiary education level in colleges and universities whereby most of the references, writings are in English Language. From the explanations above, it is not hard to see that, English Language is widely implemented in the nation's education system. Thus, it should be said that, Malaysian ESL learners are supposed to be proficient in the language itself, however, things do not seem developing towards the desired direction.Malaysian ESL learners still face difficulties especially when it comes to grammatical sections of the language itself, especially preposition (Loi et.al 2017, Loke et.al 2013. Preposition is categorised among the main eight-word classes or be known as parts of speech alongside nouns, pronouns, verbs, determiners, adjectives, adverbs and conjunctions. Preposition plays its role as a connector and dictating a noun and pronoun in sentences. There are various types of prepositions that stretches to the aspect of time, direction, positions, places and degrees (Morenberg 1997; Mukundan 2009). Prepositions are rather unique compared to other grammatical word classes as the prepositions themselves are polysemy, or can be explained as words with many meanings in different contexts. They are short, yet, important enough to dictate the meaning of the sentence itself (Arjan et.al 2013). Among the factors that caused Malaysian learners to stumble when it comes to preposition learning are first language interferences, different prepositional usages across languages and the abstractness of the prepositions themselves (Loi et.al 2017, Loke et.al 2013, Saravanan 2015. Past studies suggest that interactive and unorthodox learning methods are indeed effective in helping the ESL students in English mastering. In the studies by Hang et.al (2017), partic...