RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION

CHAPTER II
REVIEW RELATED LITERATURE

There is increasing demand and substantial usage of the Internet, including

websites and applications. The use of the Internet in education has a positive

influence on the learning and teaching process, particularly in classes (Rice et

al. 2011). Wu et al. (2002) examined the effective use of videos on the Internet

and recommended a variety of directions and approaches that emphasized

the effectiveness of the use of videos in education. Many researchers have

observed the influence of interactive television and video-based media on

students and teachers. Whithaus and Neff (2006) found that teachers can use

videos as a Web-based mode of teaching and gave them the opportunity to

use videos as a means of learning.

YouTube also considered an attractive social medium that contributes to

global education (Bonk 2009). YouTube is being increasingly used by

instructors to teach the English language (Duffy 2008). It offers fun and fast

access to instruction, culture-based videos, and languages from all over the

world (Terantino 2011). In other words, the increasing demands of learning

3

YouTube in the Classroom: A tool for ESL (English as

1 a Second Language)
learners.
 RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION

through YouTube can change the learning ecology positively (Kwan et al.

2008).

The two primary benefits of using YouTube in the classroom are the

exposure to authentic English as well as the development of a more

interactive and student-centered learning style. When students use a wide

range of English media on a daily basis, they gain a degree of L2 immersion

that would otherwise be unavailable outside the study-outside curriculum

(Johnson & Swain, 1997). Furthermore, immersion teaching and techniques

to increase L2 input have generally positive effects on the language

acquisition process (Mangubhai, 2005). Additionally, incorporating technology

into second-language classrooms is a way for students to connect seemingly

abstract foreign language concepts to their actual experiences (Wang, 2005).

Finally, incorporating technology into the classroom—particularly among low-

level learners—has also been shown to generate greater student autonomy

and instill lifelong language learning skills (Leung, 2004

Learning English language takes place in the classroom, with teacher

guidance and instruction. However, studying English does not just require

classroom experience (Balcikanli 2011). It also takes place outside the

classroom, where learning takes place separately, and this independent out-

of-class learning provides a wide variety of materials for language learners.

Various tools are available for learners to learn English independently. They
3

YouTube in the Classroom: A tool for ESL (English as

2 a Second Language)
learners.
 RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION

will learn the language on their own by reading written materials such as

books, novels and newspapers, watching videos or listening to music.

Furthermore, independent language learning can also happen when the

learners engage themselves with technology.

YouTube provides countless opportunities and effective means to L2

learnersto make language learning and practice more meaningful and

independent. Based on what Balcikanli (2011) pointed out in his research,

YouTube presents an infinite resource for language learning because it

provides learners with various language sources such as songs, music videos,

movie trailers, talk shows, lectures, debates, and parodies.

Furthermore, YouTube may be valuable to help meet the learners’ needs in

using language for real world and their interests in discovering the world. On

Berk (2009), study on the use of images and brains. He clarified that the use

of videos in educational settings influenced both the brain and emotional

hemispheres of the students. He referred educationally to the use of videos as

'picture superiority effect,' which explains that when concepts or ideas are

portrayed in the form of images, they are more likely to be recalled than the

knowledge of words. Berk (2009) added that using YouTube videos in an

instructional manner is useful for 'illustrating an idea, providing an alternate

perspective, stimulating learning experiences and inspiring students.'

3

YouTube in the Classroom: A tool for ESL (English as

3 a Second Language)
learners.
 RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION

Balcikanli (2011) also stated that the use of YouTube in independent

language learning helps encourage learners to spend more time learning and

practicing the target language.

SYNTHESIS

With the above mention studies had shown the different impact of using

YouTube in the classroom. It indicates the benefits of using YouTube in

learning a second language when learners regularly used wide range of media

in acquiring English. Also, some study tells the use of YouTube videos in

teaching and learning English class, particularly in second language has

produce interactivity between the learners and the teachers. It has mentioned

the use of video clips or video-based media on learners and instructors will

support the demands of learning process of the learners. In addition, it has a

positive influence on learner’s performance in learning the English class

3

YouTube in the Classroom: A tool for ESL (English as

4 a Second Language)
learners.
 RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION

Bibliography
Al-zyoud Khalid. (2012). The Use of YouTube in Teaching English Literature.
International Journal of Linguistics, 541.
Wael Abdulrahman Almurashi. (2016). THE EFFECTIVE USE OF YOUTUBE
VIDEOS FOR TEACHING ENGLISH. International Journal of English
Language and Linguistics Research, 34.

YouTube in the Classroom: A tool for ESL (English as

5 a Second Language)
learners.