Title Findings Note/ Cite

1. Students‟ Although textbooks remains a standard, Youtube in Questionnaire included

Perceptions toward teaching and learning become a trend.
Using YouTube in Ss showed positive perception toward and a Intext: (Sakkir et al., 2020)
EFL Classrooms willingness to use YouTube in the EFL classroom
Geminastiti Youtube helped them complete their course Ref: Sakkir, G., Dollah, S., &
Sakkira,*, assignments and study tasks. Ahmad, J. (2020). Students‟
Syarifuddin Dollahb,
Jamaluddin Ahmad Quanti-questionnaire-undergraduate-Indonesia perceptions toward using youTube
in EFL classrooms. Journal of
YT is interesting bcz:
Applied Science, Engineering,
- Has more advantages than others Technology, and Education, 2(1).
- Help encourage Ss’ vocab
- Enhance Lis compre + Spe abi
YT is applicable for teaching E.
2. Influence of social the majority of the learners (89.1%) use social Questionnaire included
media on EFL media excessively
Yemeni they acquire and practice new
learners in Indian I: Altam, 2020
vocabularies in the English language. They also feel
Universities during R: Altam, S. (2020). Influence of
that they develop and
Covid-19 social media on EFL Yemeni
decrease their spelling errors
Pandemic learners in Indian Universities
YouTube is the most used social media platform for
Saleh Altam during Covid-19 Pandemic.
learning the English language Linguistics and Culture Review,
Questionnaire- India 4(1), 35-47.

3. YOUTUBE FOR learning English through YouTube is considered to Questionnaire included

SELF- be more fun, interesting, and flexible than I: Putri,2019
REGULATED formal learning in the classroom
LANGUAGE R: Putri, F. H. (2019). Youtube for
A report from shows that 90% of 18–24 year olds
LEARNING: self-regulated language learning:
use YouTube and similar video-sharing sites, 36%
AN EFL An EFL perspective. English
of whom watch TV shows, movies, educational
PERSPECTIVE Education: Jurnal Tadris Bahasa
videos, and other clips on a daily basis (Jung and Inggris, 12(2), 42-57.
Fadhilah Harahab Lee, 2015).
Putri majority of the students use at least 4 hours in a day
More than half of the students stated that they relied
on YouTube whenever they needed extra materials
in learning language
students showed positive engagement in using
YouTube
Investigating the use YouTube brings a good impact on non-English
of YouTube as students in ELT Adisti, 2022
virtual teaching Availability = Ss can rewatch every time
medium in ELT Adisti, A. R. (2022, March).
among nonEnglish the students' comments have a positive tendency Investigating the use of YouTube
students towards the videos posted about the as virtual teaching medium in ELT
theme of the related material. Students are engaged among non-English students. In
Aprilian Ria Adisti in this learning material ELT Forum: Journal of English
Language Teaching (Vol. 11, No.
Content on Youtube allows students to view
1, pp. 1-9).
learning videos, download videos that can be
shared with others and provide space to interact
virtually through the comments column

THE Instructional videos on Youtube can be used as an Romadhon, S. A., & Qurohman, M. T.
ADVANTAGES OF interactive learning in the classroom and for (2017). The advantages of YouTube
to enhance student’s vocabulary in
YOUTUBE TO students themselves. Without
mechanical engineering
ENHANCE limiting time and place, the students can use it as classroom. Wiralodra English Journal
STUDENT’S medium of learning English any (WEJ), 1(1), 14-20.
VOCABULARY IN time as they want.
MECHANICAL
ENGINEERING Romadhon & Qurohman, 2017
CLASSROOM
Syaefani Arif
Romadhon1, M.
Taufik Qurohman
Students’ Perception YouTube an effective tool to motivate Ly et al., 2024
of Using YouTube to them to learn English and give them
Learn English: A control over their learning.
Case Study at Van Ly, N. M. C., Chu, T. D., Tran, T.
At this university (Van Lang University), H. A., & Pham, Q. A. (2024).
Lang University
many teachers have combined watching Students’ Perception of Using
Ly Nguyen Minh YouTube videos into English lessons in YouTube to Learn English: A Case
Chau1, Chu Tien class and have the task of watching Study at Van Lang University.
Dat1, Tran Thi video lectures on YouTube for self-study International Journal of TESOL &
Hue An1, Pham sessions. Education, 4(3), 20-45.
Que Anh
in terms of extrinsic motivation, YouTube
offers many engaging English learning
materials such as tutorials, language
lessons, and educational channels. This
variety can cater to different learning
styles and interests, motivating students
to explore and learn. Regarding intrinsic
motivation, the diverse content on
 YouTube can spark students' interest and
curiosity in learning English, especially
when they find content that aligns with
their hobbies or passions.
most students have found YouTube
accessible, easy to use, and considerably
effective in helping students learn
English, especially in improving their
English listening skills
Kabouha & Elyas (2015) and Kabouha &
Elyas (2018), which also claimed that
YouTube is an effective means of
obtaining vocabulary, which ultimately
has a positive influence on their overall
English abilities
they find YouTube content very
interesting and engaging
The layout of YouTube is made to
minimize users' efforts with a search
engine that stands out on the top of the
page and suggests videos underneath.
Users can easily watch the videos they
choose in the suggestion section by
clicking on the preview image or putting
the keywords into the search engine to
search for what they want. Everything is
straightforward and almost labour-free.
positive feedback from students about
educational videos on YouTube. These
videos feature a wide variety of
innovative and diverse content designed
to facilitate students' knowledge-
acquisition processes.
most students believe that watching
videos on YouTube is beneficial to their
academic performance.
Social media as a YouTube as an effective tool that can Moghavvemi et al., 2018
complementary enhance the Moghavvemi, S., Sulaiman, A.,
learning tool for learning experience if the video is indeed Jaafar, N. I., & Kasem, N. (2018).
teaching and relevant to the subject at hand. Social media as a complementary
learning: The case of
Almost all of the respondents watched learning tool for teaching and
youtube the videos for information and learning: The case of youtube. The
Sedigheh educational purpose. Most of them International journal of
pointed out that YouTube does not only management education, 16(1), 37-
Moghavvemi∗,
offer entertainment, but also educational 42.
Ainin Sulaiman,
Noor Ismawati material, which are easily accessible.
Jaafar, Nafisa Kasem - 71% agreed that they use YouTube
for academic learning
- 70.5% believed that they can learn
a lot by watching videos (related to
the subject) instead of reading a
book
the effectiveness of YouTube video on
students’ learning and highlighted the
fact that traditional teaching methods
need to
be improved
Using visual objects,
especially videos to explain something
will make it easier for students to
visualise and actually understand the
topic
the emergence of digital technologies (Zaidi et al., 2018)
University Students’
Perceptions of such as internet and the worldwide web Zaidi, A., Awaludin, F. A., Karim,
YouTube Usage in has R. A., Ghani, N. F. C., Rani, M. S.
(ESL) made the use of YouTube in classroom a A., & Ibrahim, N. (2018).
Classrooms possibility. University Students’ Perceptions
of YouTube Usage in (ESL)
Azurawati Zaidi, Almost 74% of respondents said that
Classrooms. International Journal
Farahidatul Akmar they agreed that the use of YouTube
of Academic
Awaludin, Rafidah videos in class made
Research in Business and Social
Abd Karim, Nurul learning English interesting while 23% of Sciences, 8(1), 541–553
Farhani Che Ghani, the respondents strongly agreed that
Muhd Syahir Abdul using YouTube
Rani and Nooraileen videos made it interesting to learn
Ibrahim English.
Almost 79% respondents agreed that
using YouTube
made it easier to learn English in the
classroom.
Purposive sampling – actively engaged in Dabamona, M., & Yunus, A.
The Use of Youtube
(2022). The use of youtube for
for learning E w YT learning English: exploring
Learning English: technology-based approach.
YouTube can be used as educational
 technology which supports students’ INTERFERENCE Journal of
Exploring
Language, Literature, and
Technology-Based technology-based approach by Linguistics, 3(1), 68-89.
Approach facilitating learning that are more
Miftahulfadlik independent along with give an Dabamona & Yunus, 2022
Dabamona1 , experience to learn more fun, interesting,
Andarifa Yunus motivating, and learning more effectively
and efficiently
YouTube is considered a free-charge
media sharing platform that enables
teachers and students to easily watch
and upload videos related to English
content
Teachers, individuals and media
corporate started to create English
channels that are
highly beneficial. It is supported by
International Conference finding that
more than
200 million YouTube videos have been
used for educational purposes by
language
learners and teachers (Brünner 2013)
YouTube Can be Used at Anytime and
Anywhere
YouTube Provided Additional Features for
Language Learners (subtitles, offline
video, share, subscribe)
YouTube Can Provide Information to
Learners Language Need (practice,
teacher,
Students Defining Their own Topic and
Learning Goals when Using YouTube
Students Reviewed the YouTube Videos
Content in Daily Life
Students Taking Control of Their Own
YouTube Application and towards What
They Want to Learn
YouTube Provide Authentic Material
Students Defined Their Own Learning
Purpose
 Students Criteria in Selecting Videos on
YouTube (accents, speed, title, youtubers,
need, relatability, background of the
video, the appearance of the Ytbers
types of videos that students’ often
watch, such as
sciences category, art humanities, and
vlog (Nofrika 2019)
Heriyanto, 2015
The Effectiveness of Experiment
Using Youtube for Heriyanto, D. (2015). The
The majority of the students found YouTube to be
Vocabulary Mastery effectiveness of using YouTube for
helpful in improving their comprehension of the
Dwi Heriyanto English vocabulary. vocabulary mastery. ETERNAL
(English Teaching Journal), 6(1).
In addition, the significant difference in the scores
of the pre-tests and post-tests demonstrates
integrating YouTube has improved the students‟
ability to recognize and comprehend the target
vocabulary better
The majority of the students in the study strongly
agreed that the use YouTube in their classrooms for
learning new vocabulary provided an attractive and
interesting learning environment and that it
motivated them to lean faster and better
The college students of the current study agreed that
integrating YouTube videos as part of the classroom
activities motivates them to study as well as raises
their interest because it is attractive 73% and
enjoyable 77%.
YouTube improved college students‟ ability to
retain and comprehend the prospective vocabulary
YouTube provides several videos on any presented
subject, the students are able to retain the words that
they learn in their memory without having to get
bored
All the teachers in the experimental group strongly
agreed that the integration of YouTube within their
classrooms increased students' involvement and
engagement in the activities.
Gracella, J., & Nur, D. R. (2020).
Students' Perception YT can re-play => understand better
Students’ perception of English
of English Learning learning through YouTube
Available everywhere everytime
through YouTube application. Borneo Educational
Application More than half use 1-3 hours a day Journal (Borju), 2(1), 20-35.
Jessy Gracella1, there is a various channel in YouTube application
Gracella & Nur, 2020
Dedi Rahman Nur that can be used as a sources for learning English

(Wang & Chen, 2019)

Learning English According to Richards (2015), learning informally
from YouTubers: outside classrooms offers many
English L2 benefits to learners. Because out-of-classroom, Wang, H. C., & Chen, C. W. Y.
learners’ self- informal language learning is flexible and pleasant, (2020). Learning English from
regulated language learners can decide the pace, mode, and place YouTubers: English L2 learners’
learning on according to their needs and interests (Richards self-regulated language learning
YouTube 2015). on YouTube. Innovation in
language learning and teaching,
Hung-chun Wang & Instead of being merely passive video viewers, 14(4), 333-346.
Cheryl Wei-yu Chen many people have taken the role of content
producers who actively create and share their ideas
on YouTube (Greenhow 2010)
In Taiwan where the need for learning English has
always been intense, many YouTubers establish
themselves as English-teaching professionals who
regularly post tutorials on their YouTube channels,
thus turning YouTube as a possible language
learning site for their viewers.
the participants were seen as learning agents
who actively took control of their out-of-class
learning by utilizing videos produced by
YouTubers.

Classroom learning : fixed, inflexible

YT => more flexible, “YouTubers usually would
consider audience’s interests and needs when
they are planning a new English-teaching video,
so they are more able to provide students with
resources that meet their learning needs and
interests”
Classroom : less individualized
“YouTubers’ English-teaching videos, they can
choose the topics that interest them and later
find more relevant sources to support their
learning, which makes them feel that they are
really learning something”
although classroom learning sometimes cannot
interest students as much as YouTubers’ English-
teaching videos, the fact that this formal learning
approach is based on carefully-edited, well-
structured teaching materials enables students to
learn English in a more systematic way.
both learning modes can complement each other,
and students should be encouraged to watch
 YouTubers’ English-teaching videos to enrich their
learning of English outside of the classroom.
Tahmina, 2023
STUDENTS’ 95.45% of students agreed that they
PERCEPTION OF learn vocabulary with the assistance of Tahmina, T. (2023). Students’
perception of the use of YouTube in
THE USE OF YouTube videos. As they repeatedly
English language learning. Journal of
YOUTUBE IN listened to English audio and videos, they Languages and Language
ENGLISH became curious about the new words Teaching, 11(1), 151-159.
LANGUAGE whenever they came across, and learnt
LEARNING spontaneously.
Tania Tahmina 48.48% of learners opined that they pay
full attention when they watch YouTube
videos.
100% of students agreed that YouTube
videos were fascinating to them
93.94% YouTube provides relevant
materials to learn English language
84.84% Writing down the major points in
a diary while watching videos on YouTube
helps me to acquire English language
better => In Hwang Chen, most of Ss
takes passive actions. “It was found that
students mostly resorted to passive response
behaviors such as pressing Like and sharing the
video.”
Hasan, M. M., Ibrahim, F., Mustapha,
THE USE OF Focus group discussion S. M., Islam, M. M., & Al Younus, M.
YOUTUBE A. (2018). The use of YouTube videos
Audio-visual materials in YouTube are in learning English language skills at
VIDEOS IN
entertaining to learn English tertiary level in
LEARNING Bangladesh. Infrastructure University
ENGLISH Kuala Lumpur Research
Journal, 6(1), 27-36.
LANGUAGE the learning in YouTube is not time
SKILLS AT bound, so they have the autonomy of Hasan et al., 2018
TERTIARY LEVEL learning English at any time they want.
IN BANGLADESH
Md Mahadhi
Hasan1, Faridah The combination of photos and videos
Ibrahim2, Siti along with the subtitles eliminate their
Maziha Mustapha3, stress which they feel in face-to-face
Md Moinul Islam4 communication sometimes. // Hwang
and Chen “when the participants watch YouTubers’
Md Abdullah Al English-teaching videos, they were not
interested in engaging in social interaction with
Younus5
others”
 when the teacher uses disproportionate amount
of videos in the class the objective of the class
may be ignored as well.

the language learning videos available in YouTube

sometimes contain culturally inappropriate dress-
up and attitude of the speaker which give the
learners cultural shock.

Almurashi, 2016
THE EFFECTIVE Seventy percent of participants answered that they
USE OF YOUTUBE feel bored in class since their teachers use the Almurashi, W. A. (2016). The effective
use of YouTube videos for teaching
VIDEOS FOR traditional teaching routine for every class. In
English language in classrooms as
TEACHING addition, they asserted that most of their teachers do supplementary material at Taibah
ENGLISH not use technology to show them visual content University in Alula. International
Journal of English Language and
LANGUAGE IN during their lessons Linguistics Research, 4(3), 32-47.
CLASSROOMS AS Some of the students expressed that they feel happy
SUPPLEMENTARY and they sometimes do not even realize how much
MATERIAL AT time has passed while they are watching YouTube
TAIBAH videos for any purpose. They like YouTube since it
UNIVERSITY IN has audio and visual effects
ALULA
YouTube can provide students with a complete
Wael Abdulrahman understanding of the lesson and enables them to
Almurashi understand the lessons comprehensively.
audio-visual effects featured in YouTube videos can
help learners to grasp the hidden meanings of some
references and idioms in English language
audio-visual effects enable learners to understand
their lessons comprehensively and simplify
complicated ideas.
It is conceived to be more effective and successful
than textbook-based English courses in promoting
better learning of English. However, the study does
not intend to detract from the role of textbook-based
English courses. It suggests that YouTube can be
integrated into traditional English courses as a
supplementary tool.
EFL Students’ Nofrika, I. (2019). EFL students’
three types of YouTube videos often voices: The role of YouTube in
Voices: The Role of
Youtube in watched: art and humanities, social developing English competences.
Journal of Foreign Language
Developing English sciences, and vlog.
Teaching and Learning, 4(1), 56-73.
CompetenciesInda Art and humanities
Nofrika Nofrika, 2019
each participant talked about five types
of YouTube videos entered in the art and
humanities category, namely film, talk
show, sitcoms, talks, music video, and
lyric video.
Not only entertain but also gain
knowledge
The participants revealed that watching
YouTube videos has improved students’
vocabulary lists.