Review of Related Literature and Studies

Review of Related Literature and Studies
This chapter presents review of related local and foreign literature as well as review of local
and foreign studies. These pertinent data assure coherence and relevance to the proposed
research.
Related Literature
Foreign
She believes that YouTube offers an ideal platform through which to incorporate audio
blogs into the classroom and instructors can use such blogs to manage oral assignments,
interact with learners and to evaluate performance outcomes (Comac, 2008). Nejati argues that
YouTube is critical, particularly in relation to enhancing future language learning, because such
platforms play a “pivotal role in practicing the target language and its pragmatics, engaging
students in active and productive projects, preparing them for likely future encounters in
computer-mediated communication, learning more about other cultures and preparing them
for becoming autonomous learners” (Nejati, 2010; Lord, 2009). The combination of all of these
ways in which YouTube can enhance the process of learning was predicted at a very early point
by Paulsen and even before its advent she argued that “it is no longer a question of whether to
take advantage of these electronic technologies in foreign language instruction, but of how to
harness them and guide our students in their use” (Paulsen, 2001).
RRL
Huda O. A. (2015). The Impact Of Using YouTube In EFL Classroom On Enhancing EFL Students'
Content Learning.
https://www.clutejournals.com/index.php/TLC/article/view/9182/9203
YouTube is an internet-based educational tool which allows the learners to easily

maintain content and motivate students to learn due to the videos and graphics it presents to
the learners (Deng & Yuen, 2010). According to Alastuey (2011), YouTube videos have a
significant role in allowing the learners to speak and interact with their peers and teachers in
class during watching the videos and understanding what is going on. Wagner (2007) supported
the use of videos in teaching speaking since they allow the learners to remember the material
and speak freely about it. YouTube was reported as a valuable source in teaching speaking
(Silviyanti, 2014; Watkins & Wikins, 2011).
RRL
Fahad S. A. (2019). The Impact of YouTube on Improving Secondary School Students’ Speaking
Skills: English Language Teachers’ Perspectives.
http://www.jallr.com/~jallrir/index.php/JALLR/article/view/971/pdf971
Chiang and Hsiao (2015) recently proposed a conceptual model defining YouTube
“stickiness,” although there have been few studies examining problematic YouTube use among
users. As a result, this study carefully considers how user pleasure and content engagement
contribute to YouTube addiction. Past literature has identified adolescent’s high involvement
toward tobacco, alcohol, and electronic cigarette video content in YouTube (Cranwell et al.,
2015; Cranwell, Opazo-Breton, & Britton, 2016; Huang, Kornfield, & Emery, 2016).
RRL
Janarthanan B. & Mark D. G. (2017). Social media addiction: What is the role of content in
YouTube?
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5700732/
A representative survey of more than 800 German adolescents (Rat für Kulturelle
Bildung, 2019) found that approximately 50% of students considered YouTube “important” or
“very important” for their schoolwork. These students claimed that they utilized YouTube as a
general knowledge resource, to review lesson material that was not fully comprehended in
class, to complete homework assignments, to study for tests and exams, and to discover
information and explanations. Their popularity may be because they simulate face-to-face
interaction, foster direct feedback through comments, favor consumer engagement, and
provide room for criticism and emotional communication (Burgess & Green, 2018). One such
advantage is that learning from videos, compared to reading, does not require the same range
of basic language skills to comprehend the learning content (e.g., Schwan, 2017). According to
Lupinacci (2021), our interaction with this never-ending stream of recommendations and
suggestions on YouTube (and other social media platforms) can favor a mindset where one
scroll through digital content without paying much attention. Several studies indicate that
students can become distracted by the entertainment opportunities provided by YouTube and
other digital media and that this distraction can detrimentally affect their learning (Bergdahl et
al., 2020; Durak, 2020; Klobas et al., 2018, 2019). In their study of students in upper secondary
students, Bergdahl et al. (2020) found a significant correlation between low grades and the
frequency of unauthorized nonacademic use of YouTube when in class.
RRL
P. Delgado, Ø. Anmarkrud, V. Avila, L. Altamura, S. M. Chireac, A. Pérez & L. Salmerón. (2021).
Learning from text and video blogs: comprehension effects on secondary school students
https://link.springer.com/article/10.1007/s10639-021-10819-2
Review of Related Studies
Such feasibilities are utilized as “how-totutorials” and gave rise to an emerging trend of
learning through YouTube tutorials (Bhatia, 2018). Nasir and Bargstad (2017). Elaborated the
importance of videos as teaching tool as it has the potential to grab the attention of the
learners with visuals and motivate them. YouTube has “tens of thousands” of tutorials in the
video format with “how-to” scheme for learning of use of hardware and software only (as cited
in Nasir, 2017). The creation of video tutorials is based on planning, creating, publishing,
promoting, assessment, writing a clear script, limiting tutorial to 1-2 minute (Davis, 2017).
There are different Web 2.0 tools to be used for learning. LibGuides and/or YouTube provide
instructions to users in academic libraries (Kentonb, 2016). YouTube videos engage more
students, provide better understanding and satisfaction for student’s sensitivity of learning
ability (Buzzetto, 2015). Videos and “podcasts” are significant considerations after the advent of
technology as it has converted the tutorials into “short videos” (Dalal, 2014). YouTube supports
the students for improving their literary knowledge in “Shakespeare” and making them acquire
further about the traditional and “aesthetic value” of “irony” as they have been performing the
Shakespeare’s content in form of a parody/drama YouTube channel and have been encouraged
by the teachers as well (Desmet, 2009) The motives for watching YouTube videos can be a
shared source of entertainment, social contact, “locus of control”, attention, and affection
towards YouTube (Hanson, 2009).
RRS
Moneeba I. Sohail R. & Zahid Y. (2019). Impact of YouTube Tutorials in Skill Development
among University Students of Lahore.
https://files.eric.ed.gov/fulltext/EJ1266671.pdf
YouTube is an online video-sharing or video hosting, which lets users have access to
uploading, sharing, and watching videos (Dean, 2008; Weinberg, 2009). Gunelius (2018) also
adds that vlog is a type of blog in which it is full of video content in it. A study from Avci and
Aksar (cited in Maulidah, 2018) shows that they have found some significances of Vlogs, such as
to develop an effective tool to build self-efficacy. According to Gunelius (2018), a vlog is also a
type of blog with full of video content in it. Dr. Anil (2016) also adds that vlogs help improving
students’ oral skills because it allows them to practice their English either inside or outside the
classroom, and they can get instant feedback from the teachers as well as watch their fellow
friends performance in the video.
RRS
Ananda T. & Vernanda N. S. (2019). Students’ Experiences of Using Vlogs to Learn
English.
https://journal.umy.ac.id/index.php/FTL/article/download/6450/pdf_8

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Review of Related Studies

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