YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Abstract

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.

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

“…Social media exists in the form of blogging applications, micro-blogging applications, audio sharing applications, social networking sites, academic networking services, voice over the internet, and others ( Chisenga et al, 2014 ). Regarding the positive effects of social media on learners’ routine life, numerous specialists and researchers have discovered the positive uses of social media for learning and teaching, including language learning ( Lau, 2018 ; Wu and Marek, 2018 ; Hamadeh et al, 2020 ) and English language learning ( Ismail et al, 2019 ; Listiani et al, 2021 ). The majority of them verified that using social media appropriately can generate positive effects on both language learning and teaching.…”

YouTube Videos as Supplementary Materials to Enhance Computer Troubleshooting and Repair Techniques for Senior High School Students in the Philippines

“…According to Listiani et al (2021), Oddone (2011), andTadbier andShoufan (2021), YouTube can help students improve fundamental skills such as their ability to listen, their ability to increase their vocabulary, their ability to satisfy learning outcomes, and their ability to improve themselves. The students' two senses, sight and hearing, were stimulated while watching YouTube videos, which introduced them to real-world objects.…”

Telegram as Social Networking Service (SNS) For Enhancing Students’ English: A Systematic Review

“…Learning is conducted through modifying the features and content in those social media as the medium for learning activities such as writing comments, presenting material, as well as reading and listening (Akayoğlu, Satar, Dikilitaş, Cirit, & Korkmazgil, 2020;Al-Arif, 2019;Gunantar & Transinata, 2019;Prasetyawati & Ardi, 2020;Wulandari, 2019). Meanwhile, video-sharing applications such as YouTube have been argued to motivate and facilitate learning as a media to post assignments in the form of videos, recorded presentations, or animated videos (Al-Arif, 2019;Alshenqeeti, 2018;Alwehaibi, 2015;Ariantini et al, 2021;Eisenlauer, 2020;Listiani et al, 2021;Wang & Chen, 2019;Yusri, Rosida, Jufri, & Mantasiah, 2018).…”

“…Social media can be in the form of audio sharing applications, blogging applications, micro-blogging applications, social networking services, voice over the internet, academic networking sites, and others (Chisenga, Kedemi, & Sam, 2014). With the saturation of social media into students' daily life, many experts and researchers have explored the use of social media for teaching and learning, including language learning (Anggraeni, 2018;Boholano, 2017;Hamadeh, Bahous, Diab, & Nabhani, 2020;Lau, 2018;Mondahl & Razmerita, 2014;Wu & Marek, 2018) and English language learning (Alwehaibi, 2015;Espinosa, 2015;Ismail, Ahmad, Zaim, Mukhaiyar, & Gistituati, 2019;Listiani, Suwastini, Dantes, Adnyani, & Jayantini, 2021).…”