EFL Students’ Improvement through the Reflective YouTube Video Project

Sari, Angela Bayu Pertama; Dardjito, Hanandyo; Azizah, Dinar Martia

doi:10.29333/iji.2020.13425a

Cited by 22 publications

(29 citation statements)

References 25 publications

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“…With YouTube, students can access material that is suitable for learning topics at school and create a fun learning styles to improve their understanding and skills [16], [4]. Sari, Dardjito & Azizah [20] were convinced that using YouTube in the classroom helped their students improve their ability to convey information, time management, working in groups, and technological literacy.…”

Section: Youtube and Bilingual Young Learnersmentioning

confidence: 99%

“…Reference [20] explored the effect of YouTube videos on students' creativity during the lesson. The values of YouTube videos can boost students' creativity, interest, motivation, and inspire students to create new things.…”

Section: Youtube and Students' Creativitymentioning

confidence: 99%

“…The experience of making YouTube videos increased students' crosscurricular competence, sharpen their technology management skills, and became a forum for their creative ideas that were poured into the process of video making [26], [38]. Reference [20] also added that the use of YouTube in the learning process positively influenced students' behaviour, competence, beliefs, individual tasks for future results, personal awareness of self-identity, and the influence of the surrounding environment. Clifton and Mann's conformity as cited in [19] YouTube guaranteed students' increment in academic activity, critical awareness, and faster learning outcomes.…”

Section: Youtube Effect On Students' Learning Outcomes Satisfaction Self-improvementmentioning

confidence: 99%

“…Thus, the videos needed to teach young learners should be easy and fast to access to find the related topic with the material learned in the classroom [4], [8]. YouTube provides content that suitable for teaching and learning English effectively, and the videos are fascinating to watch [7], [4], [20]. Besides, unless they want the premium service, people do not need to pay for watching YouTube videos, and they only need to download the YouTube application on the play store or open their google and enter the YouTube site for free.…”

Section: Introductionmentioning

confidence: 99%

“…Several studies confirmed that YouTube is one of the beneficial language learning teaching tools because it has various types of learning videos and is categorised as a rich source of teaching materials for young bilingual students [4], [11], [14], [7], [19], [16], [25], [20]. On the contrary, some studies found the complication and issues in implementing YouTube videos as learning resources in teaching English [34], [33].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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As YouTube has become an integral part of the students' daily social media consumption, the present study argues that it can also be a valuable language learning source. Following George's ( 2008) model of Library Research and Aveyard's (2010) concept of Systematic Literary review, the present study selected and synthesise previous research and experts' opinion on the use of social media and YouTube for teaching English to young bilingual learners to propose the benefits of using YouTube as a medium for second language learning. YouTube has generally deemed a useful learning resource for young learners, and studies have highlighted the positive impacts of using YouTube to improve young learners' English skills. However, experts and researchers are also concerned about the weaknesses and threats posed by YouTube as a learning source for teaching English for young learners. These are prerequisite stable internet connection to access YouTube, irrelevant ads that cut in the middle of the videos, and next-videos suggestions that are not always relevant with the learning material in focus. Thus, while YouTube can be a useful learning resource, strategies to tackle its weaknesses are needed to optimise the benefits of using YouTube as a learning source for young learners.

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Section: Youtube and Bilingual Young Learnersmentioning

confidence: 99%

Section: Youtube and Students' Creativitymentioning

confidence: 99%

Section: Youtube Effect On Students' Learning Outcomes Satisfaction Self-improvementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

View full text Add to dashboard Cite

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Factors affecting college freshmen's YouTube acceptance for learning purposes

Harper¹,

Joo²,

Kim³

2023

AJIM

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PurposeThere are a variety of benefits associated with the use of YouTube for learning purposes, such as YouTube is a free open-access tool students can use to facilitate their learning. This study investigates whether an attitudinal factor (i.e. perceived usefulness) and the factor's antecedents, resource quality factors (i.e. credibility, currency, coverage and relevance), normative factor (i.e. subjective norm) and control factor (i.e. perceived ease of use) all affect college freshmen's behavioral intentions to use YouTube for academic learning purposes.Design/methodology/approachThis research employs the theory of planned behavior (TPB) to explore the attitudinal, normative and control factors associated with college freshmen's behavioral intentions to use YouTube for academic learning. After developing a quantitative survey given to 182 college freshmen in a Southeastern institution in the United States of America, structural equation modeling (SEM) was used to examine the seven hypotheses and the research constructs.FindingsThe results indicate that attitudinal factor (i.e. perceived usefulness) and its antecedents, resource quality factors (i.e. currency, coverage and relevance) and normative factor (i.e. subjective norm) have a statistically significant effect on college freshmen's intentions to use YouTube for academic learning purposes.Research limitations/implicationsThis study suggests that individual motivations (i.e. perceived usefulness and subjective norm) and resource quality factors (i.e. currency, coverage and relevance) play into college freshmen's decisions to use YouTube for learning purposes, while other research indicates that the system or application itself factors into students' decisions to use technology for learning.Practical implicationsThis study suggests that college freshmen are more likely to use YouTube for academic learning purposes when the freshmen hold favorable attitudes about the platform and when the freshmen believe the freshmen's peers are also using YouTube to supplement in-class learning.Originality/valueThis is an initial study that focuses on college freshmen's behavioral intentions to use YouTube for academic learning purposes. This research demonstrates the roles that peers as well as resource quality factors play in students' decisions to use specific technology to enhance the students' learning.

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System and content factors associated with college students’ adoption of YouTube for learning purposes

Harper¹,

James²,

Joo³

et al. 2023

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Purpose Today’s undergraduate students have spent a significant portion of their lives using YouTube for various reasons, whether for entertainment, personal development or academic learning purposes. This study aims to investigate how system factors (i.e. reliability, usability and searchability), interaction factors (i.e. provider and user interactions) and content factors (i.e. format, relevance and coverage) affect undergraduate students’ satisfaction with YouTube and their intentions to adopt YouTube for learning purposes. Design/methodology/approach This research uses the information systems success model as its theoretical framework to explore the system, interaction and content factors associated with undergraduate students’ satisfaction with YouTube and their intentions to use YouTube for learning. The proposed hypotheses were examined by the structural equation modelling technique based on a survey with 345 undergraduate students at a Southeastern institution in the USA. Findings The results indicate that both system factors (including reliability, usability and searchability) and content factors (including format, relevance and coverage) have a statistically significant effect on students’ satisfaction with YouTube. This study also demonstrates that students’ satisfaction with YouTube significantly influences their intentions to use the platform for learning purposes. Research limitations/implications The proposed research model provides a novel perspective in understanding the complex nature of students’ adoption of YouTube for learning purposes, led by both system and content factors mediated by satisfaction with YouTube. Practical implications This study suggests that when YouTube is intuitive to use and relevant content is added to the platform regularly, students are more likely to adopt this platform for learning purposes. As a result, it is critical that librarians remain aware of information-seeking practices and platforms used by students to tailor approaches to teaching information literacy to help students understand how to use the platform effectively. Originality/value Using the information systems success model, this research sheds light on the roles of system and content factors in undergraduate students’ satisfaction with YouTube and their intentions to use it for learning.

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EFL Students’ Improvement through the Reflective YouTube Video Project

Cited by 22 publications

References 25 publications

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Factors affecting college freshmen's YouTube acceptance for learning purposes

System and content factors associated with college students’ adoption of YouTube for learning purposes

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