1

CHAPTER 1

INTRODUCTION

Chapter 1 of this paper gives some insights about the study. This chapter provides the
readers with the background of the study which includes technology and independent
English language learning. Statements of the problem are also stated in this chapter by
mentioning the problems that lead to this study. Other than that, this chapter also
states the research objectives and research questions. In addition, significances of the
study are also stated in this chapter, as well as the limitations of the study. Finally, this
chapter goes through the theoretical frameworks used in this study.

1.1 Background of the Study

English language learning mostly happens inside the classroom, with teacher’s
guidance and instruction. However, English language learning does not just include
classroom experience (Balcikanli 2011). It also takes place outside the classroom
where learning occurs independently, and these independent out-of-class learning
offers wide range of possible materials for language learners. There are various
resources available for the learners to learn English language independently. They are
able to learn the language on their own by reading printed materials like magazines,
novels, and newspapers, watching videos or listening to music. Furthermore,
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independent language learning can also happen when the learners engage themselves
with technology.

In the history of language learning, innovation of technology has always

offered opportunities for language learners to learn and practice the target language
independently (Balcikanli 2011). Moreover, students’ thinking skills have been
transformed by the rapid of technological advancement which results in the needs of
new educational approach (Muniandy and Veloo 2011). Wang (2005) stated that by
integrating technology into classroom, students are able to connect the language
concepts to their real experience. Furthermore, the use of technology nowadays is
closely related with the Internet. Sipalan (2013) reported in The Malay Mail Online
website that Malaysian youths are the fourth most active Internet users in the world,
which involved nearly three quarters of the country’s youths (more than 3.9 million
Malaysians). The internet offers various materials for the learners to learn the
language. In addition, using the Internet in education is becoming more common at
the moment.

Jarvis (2011) mentioned in his article that real life language should be
provided to students as much as possible and that students should be able to explore
online language learning with the help of language teachers. With the Internet access
that the learners could connect from, they are able to find a vast range of online
language learning materials in the target language that could be found easily from
various websites. Paulsen (2001) stated that learners will receive good benefits when
online materials are used effectively. Benson (2011) stated that online learning
presents new language through a wide range of media and offers various choices, thus
provides the learners with the input of rich linguistic and non-linguistic. The use of
online materials gives learners control and choice in their language learning. One of
the sources in the Internet which could provide the students with this kind of new
language input is YouTube, a video sharing website where users can upload, view,
and share video clips.

YouTube provides countless opportunities and effective means to L2 learners

to make language learning and practice more meaningful and independent. Based on
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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.

Berk (2009), in his research regarding the use of videos and the brain,
explained that the use of videos in educational setting affected the students’ both
hemispheres of the brain and emotional senses. He referred the use of videos
educationally as ‘picture superiority effect’ which explains that when concepts or
ideas are presented in form of pictures, they are more likely to be remembered than in
form of words. Then, Berk (2009) added that using YouTube videos in an educational
manner is beneficial for ‘illustrating a concept, presenting an alternative viewpoint,
stimulating a learning activity, and motivating the students’. Balcikanli (2011) also
stated that the use of YouTube in independent language learning helps to motivate
students to spend more time to learn and practice the target language.

Moreover, Alimemaj (2010) stated that language teachers can take advantages
of utilizing YouTube videos in the classroom. This will not only make the learning
process more meaningful, but the students will have more fun and they can be more
independent. The result of her study indicated that YouTube videos helped the
respondents ‘to practice their verbal communication and listening skills’ (Alimemaj
2010). She concluded that using YouTube videos encourage the students to watch
them continuously, thus promote learners autonomy.

1.2 Statement of the Problem

Teachers have the responsibility to teach the class according to the syllabus
given. However, the syllabus does not cover all of the language aspects. Therefore, in
a classroom, English language teaching only focuses on certain aspects of the
language. There are some aspects left out of the syllabus which could be very
important for the students in improving their language learning, such as vocabulary
enhancement and correct pronunciation. Students need more experience and time in
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learning the language in the classroom. However, limited time has been allocated in
each language class. This poses as a disadvantage to the students to learn and practice
the language in the classroom. Limited time and practice in classroom may result in
students’ lack of confidence in using or practicing the language due to feeling scared
of making mistakes. Lack of time to learn and practice English in classroom makes
students of ESL feel the need to find another platform to do so. Furthermore, some
students might be too dependent on their lecturers in providing them with language
learning materials and tasks. In addition, students may be unaware of the benefits of
using YouTube in language learning. Therefore, they will feel uninspired and lack of
motivation to learn the language on their own.

1.3 Research Objectives

This study was done to achieve these objectives. The first objective of this
research is to investigate perception of the students from different faculties in UKM in
using YouTube videos to learn English independently. The second objective for this
study is to investigate how the use of YouTube videos develops autonomous learning
of the students from different faculties in UKM, in terms of language learning.

1.4 Research Questions

This research was done to answer the following questions:

1) How do the students from different faculties in UKM perceive YouTube

videos in independent language learning?

2) How does the use of YouTube videos develop autonomous learning of the
students from different faculties in UKM?
1.5 Significance of the Study

This study will be significant in English Language Teaching (ELT),

specifically for English educators (teachers and lecturers), which will assist them in
using YouTube videos as supplementary materials in teaching English and stimulating
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learner autonomy and student-centred learning. Using videos in language learning is

one of the most useful tools of cognitive processing and memory (Anyagre & Anyagre
2009). This can be testified by the fact that students can remember “almost 80% of an
interesting video after one hour, but can remember only about 25% of lecture content
after the same time lapse” (Anyagre & Anyagre 2009). Therefore, YouTube videos
can be used as teaching materials in ESL classroom. Moreover, using videos will add
variety to the teaching environment and attract learners’ attention better and faster.
Furthermore, teachers may be able to attach the students with the ‘real life’ nature
through YouTube videos (Ghasemi, Hashemi, and Bardine 2011). More specifically,
using YouTube videos in English Language Teaching (ELT) will provide “various
teaching vocabulary, accents, pronunciations, voice modulation, and what not”
(Ghasemi, Hashemi, and Bardine 2011).

The results of this study will also be significant to ESL learners which will
help in providing better understanding on the usage of YouTube in independent
learning. The findings will also “contribute to the effective use of YouTube for
language learning purposes” (Balcikanli 2011). The results will also help inspire and
engage them in independent language learning. A basic characteristic of a video is that
it can be watched repeatedly which will provide the students with better understanding
of the video. Besides, the use of videos in language learning will contribute in the
development of individual’s multimedia literacy. The use of videos in language
learning will provide beneficial multimedia effect, especially for low-achieving
students.

1.6 Limitation of the Study

A limiting factor in this research was that the respondents were restricted to
100 randomly-picked undergraduate students in Universiti Kebangsaan Malaysia
(UKM). Besides the fact that this study was done in only one location, it was also
focused on tertiary level students only. Therefore, it did not take into account the
impact of those with different education and in other universities. Thus, the sample
might not reflect the actual circumstance because of the small scale of samples.
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1.7 Theoretical Framework

The theoretical framework for this study was built upon two models which
focused on technology and learner autonomy. The first model is Technology
Acceptance Model (TAM), which was first introduced by Davis in 1986. Technology
acceptance can be defined as the learner’s willingness in using technology for “the
tasks it is designed to support” (Teo, Luan, & Sing 2011). In addition, TAM is
specifically tailored for modelling user acceptance of information systems. TAM is
specifically designed for the purpose of explaining computer usage behaviour. In
TAM, a user’s behavioural intention to use an information system reflects the user
acceptance of the system (Lee & Lehto 2013). The primary goal of TAM is to provide
an explanation of the determinants of computer acceptance that is general. Its goal
also includes explaining user behaviour across a broad range of end-user computing
technologies and user populations.

TAM hypothesizes that two particular beliefs; perceived usefulness and

perceived ease of use, are of primary relevance for computer acceptance behaviours,
as shown in the figure below:

Figure 1: Technology Acceptance Model (Davis, Bagozzi, and Warshaw 1989)

External variables refer to influences that ESL learners receive in using

YouTube in their independent language learning. These influences include those from
teachers, social, and within themselves. Perceived usefulness (U) is identified as the
user’s belief that his or her performance will be increased by using a specific
application system. This means that when students perceive that independent language
learning through YouTube videos can help improve their language performance, they
are more likely to use YouTube videos in their learning process. On the other hand,
perceived ease of use (EOU) refers to “the degree to which the user expects the target
system to be free of effort” (Davis, Bagozzi, and Warshaw 1989). In this context,
 7

EOU refers to students’ perception about the degree of effort needed to use YouTube
in independent language learning.

These two factors play important roles in understanding a person’s attitude

towards information technology and perceived ease of use had its significant effect on
usage intention, based on researches over the past decade. Based on TAM, it is
believed that usefulness (U) and ease of use (EOU) have a significant impact on a
user’s attitude (A) towards the usage of the system (Afari-Kumah and Achampong
2010).
The second model, combined with TAM to build this research’s theoretical
framework, was designed by Littlewood (1996) which is called Learner Autonomy
Framework. This framework was built based on several components and domains in
language learning, which are shown in the figure below.

Figure 2: Components and domains in language learning (Littlewood 1996)

The concept of autonomy in learning involves a developed self in awareness

(self-aware) and decision-making skills (independent decisions), and emphasizes on
freedom in learning. Basic components of autonomy are shown in the middle of the
figure, which are ability and willingness to make choices, and two broad types of
autonomy which are task-specific and general.

Motivation and confidence are specific elements that make up willingness,

while knowledge and skills make up ability. The box at the bottom of the figure refers
to the aim in developing autonomy, which is autonomy as a learner (able to do work
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independently and use suitable learning strategies inside and outside the classroom.
These components and domains of autonomy define the framework that Littlewood
used in developing learner autonomy, as shown in the Figure 3.

Figure 3: Learner Autonomy Framework (Littlewood 1996)

1.8 Summary
To sum up, this chapter gave general background on the study, research
objectives, research questions, significance and limitations of the study, and
theoretical frameworks used in carrying out this study. The next chapter will look into
more detailed facts of the study, which focuses on previous researches in related areas.
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CHAPTER 2

LITERATURE REVIEW

This chapter discusses on the previous researches that are relevant to the current study.
Furthermore, this chapter views on several terms and key points used in this study,
which are; Technology Acceptance Model (TAM), Technology-Enhanced Language
Learning (TELL), YouTube, using YouTube or video clips in language learning and
teaching, YouTube self-efficacy, and learner autonomy.

2.1 Technology Acceptance Model (TAM)

Technology acceptance is closely related to educational technology due to

developing interest in integrating technology into classroom as an attempt not only to
foster learning, but also to sharpen students’ skill in problem solving by utilizing
technology. In 1985, Fred Davis suggested the term technology acceptance model
(TAM) which examines the relationship between perceived ease of use and perceived
usefulness, and their connection with the external variables and the actual use of the
system.

TAM proposes three main factors in predicting technology use; perceived

usefulness, perceived ease of use, and the actual use of the system (Aypay, Celik,
Aypay, & Sever 2012). Perceived usefulness relates to someone’s belief that his/her
job performances will be increased by using certain technology. People tend to utilize
an application when they believe that it is helpful and beneficial for them in
performing their tasks. On the other hand, perceived ease of use refers to both intrinsic
and extrinsic motivations towards using technology.
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Farahat (2012) claimed that user’s acceptance of technology is determined by

the intention, which will then be determined by the PU and PEOU. Teo et al. (2009)
stated that TAM is a valid model to investigate pre-service teachers’ intention in using
technology. Meanwhile, Lee, Cheung, and Chen (2005) studied students’ acceptance
on an internet-based learning which resulted in both PU and PEOU affected students’
intention in using a technology significantly and directly. Meanwhile, TAM was also
adopted in order to explain the computer usage and behaviour intention of Ghana
students in learning by using computer-based technologies (Kumah & Achampong
2010).

Ibrahim (2014) studied antecedents to individual adoption of a fantasy sports

website, which revealed that PEOU gave positive impact on cognitive, as well as
affective attitude towards adoption of fantasy sports website. Lo et al. (2012)
conducted a study on ‘Extending the Technology Acceptance Model to Investigate
Impact of Embodied Games on Learning of Xiao-Zhuan’. The findings of the study
revealed that PU had the significant influence on ‘learning effectiveness’ and ‘attitude
towards using the embodied games’. Moreover, PEOU influenced ‘perceived
playfulness’, while ‘perceived playfulness’ in turn influenced ‘attitude towards using
the embodied games’.

2.2 Technology-Enhanced Language Learning (TELL)

Jarvis (2012) mentioned that the internet offers an infinite numbers of

authentic materials which is not designed for language teaching and learning in
particular. However, when students are exposed to it, they work on a particular
computer-based material (CBM) to practise their English consciously. The
evolvement of technology has greatly affected teaching and learning processes in
classrooms. Furthermore, the Secretary-General of Malaysia Ministry of Education,
Dr. Johari bin Mat (2000) emphasized on the importance of technology in the
country’s educational system of teaching and learning. He added that the system needs
to be adjusted, in terms of contents preparation and learning materials delivery, to
comply with the evolution of technology. Moreover, Schmenk (2005) stated that the
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importance of computers and the rise of computer technology in language learning

environments have somehow promoted learner autonomy to a new level.

Technology-enhanced language learning (TELL) reflected a growing and

evolving area of interest in foreign language education and second language
acquisition (Oxford 2004). In a study by Sanoui and Lapkin (1992), they reported that
technology helped in developing independent learning characteristics of high school
students in French. An e-mail exchange project had been done between these students
and native French. As a result, the students assumed their learning responsibility to
increase as well as for their cultural awareness to be broadened. Furthermore, Stepp-
Greany (2002) stated that the use of technology in language learning influenced the
development of linguistic skills. While in another study carried out by Beauvois
(1994), he reported that based on his follow-up interviews in the study, many students
expressed an increased confidence in speaking with the helps from the technology.

The three common factors of student motivation on a technology-enhanced

classroom setting were identified by Warschauer (1996). Based on the findings of his
study, one of the factors was communication. This was corresponded to the finding
that students liked to communicate with others and to engage in real-life
communicative tasks more. The second factor that was identified was empowerment,
which was described by the finding that students felt less isolated and were less afraid
to contact others when they were engaged in technology environment, thus made them
felt empowered. The last factor was learning. According to the responses from the
students, they believed that they had control over their learning by using computer
because it enabled them to learn faster and more independently.

Using technology in classroom has somehow affected roles between teachers

and learners. According to Kern (1996), role changes for learners and teachers
happened due to a shift from using the computer in drilling and tutorial purposes to
using the computer as a medium in extending education beyond classroom and
reorganizing instruction. Based on Stepp-Greany (2002), computer was widely viewed
by learners as a medium for them to interact, interpret, and collaborate in order to
negotiate meaning, as opposed to a medium to carry out required language tasks.
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2.3 YouTube

YouTube, created in February 2005, is a website to share videos where its

users are able to upload, view, and share video clips. A year later, Google Inc. bought
YouTube and it is now operating as a subsidiary of Google. YouTube “uses Adobe
Flash Video technology to display a wide variety of user-generated video content”
(Balcikanli 2011). As Terantino (2011) stated in his research on Emerging
Technologies, YouTube is used for variety of purposes. Most people use YouTube for
entertainment purpose, while for other users, YouTube is a site where they get to learn
something new through how-to-do videos. There are users who use YouTube to
advertise a company or product. Majority of these purposes are not educationally
relevant. However, for ELS learners, YouTube provides them with access to authentic
material of the target language across the globe. Therefore, the educational value of
YouTube will be explored in this research, focusing on independent English language
learning.

Based on Ghasemi, Hashemi, and Bardine (2011), there are two types of
videos in YouTube, pertaining to language learning. The first type is videos created by
language teachers who explain a certain grammar point or some lesson on the
language, while the second type of video includes those videos created by native
speakers of the target language. In addition, Ghasemi, Hashemi, and Bardine (2011)
also identified categories of videos featured on YouTube:

1) Autos and Vehicles 9) News & Politics

2) Comedy 10) Non-profit & Activism
3) Education 11) People and Vlogs
4) Entertainment 12) Pet & Animals
5) Film & Animation 13) Science & Technology
6) Gaming 14) Sports
7) How-to & Style 15) Travel & Events
8) Music
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2.4 Using clip videos or YouTube videos in Language Learning and Teaching

Videos are considered as useful tools to get student to be engaged in the

learning and improve learning process (Canning-Wilson and Wallace 2000). In
addition, Liaw (1998) suggested that learners should use the videos to discover new
words that they do not know and sentence structure and grammar that they are not
aware of before. Numerous studies in teacher education have provided significant
results supporting the use of videos. Based on Mayer’s (2001) findings of his
research, it was revealed that the use of meaningful video clips may be appropriate
during introductory courses, to introduce difficult topics, and for lower achieving
and visual/spatial learners.
According to Berk (2009), using videos in language teaching can be dated
back to ancient times. Berk (2009) stated in his study that most of the researches
done in this area “support the dual-coding theory that more is better” (Berk 2009).
This refers to learners’ memory, comprehension, understanding, and deeper learning
which will be increased by using multimedia auditory/verbal and visual/pictorial
stimuli, than either stimulus by itself. Moreover, Balcikanli (2011) mentioned that
YouTube may be valuable to meet the learners’ needs for real world language use
due to its authentic texts it offers. Furthermore, YouTube provides unlimited
resource for language learning because a learner “can listen to and watch all kinds of
spoken language (formal, informal), genres (songs, debates, talk shows, film clips),
and learn new words” (Balcikanli 2011). He also added that these will help the
learners memorize the input more easily.

In addition, multimedia researchers had also found that English language

teaching can be enhanced with the use of videos because of great visual stimulus
that videos offer through the combination of text, sounds, graphics, and illustrations
(Muniandy and Veloo 2011). Furthermore, McKinnon (2011) stated that settings,
actions, emotions, and gestures, which are portrayed by video clips, can provide
important visual stimulus for language practices and learning. Ghasemi, Hashemi,
and Bardine (2011) mentioned that using YouTube in language learning should not
make the learners feel too much like ‘studying’ or ‘doing work’ because according
to them, watching videos are fun. They also stated that the real advantage of
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YouTube in the context of language learning is its authenticity. According to them,

YouTube offers authentic examples of English language used by native speakers.

2.5 Learner Autonomy

Autonomy is often related to out-of-class learning which refers to the efforts

made by learners to take classroom-based language courses and find another
platform for language learning and practices outside class. Furthermore, autonomy
also refers to situations where learners carry out language learning with little or no
assist from teachers (Benson 2006). In addition, Dickinson (1987) defined autonomy
as “the situation in which the learner is totally responsible for all of the decisions
concerned with his learning and the implementation of those decisions” (Dickinson
1987). Moreover, Benson and Voller (1997) stated that the term learner autonomy is
used to propose any combination of five ideas, which are:

1 Students are responsible in developing the language on their own

2 Students should have the freedom to choose the acquisition of
language learning skills that they want
3 Students should have opportunities to learn independently without
teachers or classmates helping them
4 Students should be able to decide on the specific course of
language development
5 Students crave for self-guided education instinctively
Table 1: Five ideas of learner autonomy (Benson and Voller 1997)

Watkins and Wilkins (2011) used the five ideas of learner autonomy in Table
1 and connected them to the use of YouTube. Firstly, students can choose to view a
YouTube clip in English in their own time. They should also be able to evaluate
possible limitations of comprehension on their own terms and finally choose to
follow further academic attention for the particular area, or choose not to. Then,
after being exposed to the video clip, students with a fairly advanced and
linguistically self-awareness determines pronunciation and conversation skills to be
acquired. Thirdly, without help from teachers or classmates, a student is able to
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browse through millions of videos available on YouTube. Fourthly, when a student

encounters an interesting video clip which is useful for language learning, the
student then can investigate all clips with similar subjects independently. Finally, an
intelligent and self-guided examination into YouTube could be conducted to provide
extra information on what the student feels “is being overlooked or suppressed by
the educational institution” (Watkins and Wilkins 2011).

2.6 Past Studies

A lot of studies related to perception and the use of videos or YouTube

videos in learning process had been done by various researchers. A large-scale
survey by Canning-Wilson (2000) revealed that students liked learning language
through videos. One of the results showed that learners preferred action or
entertainment films than language films or documentaries. Meanwhile, Stepp-
Greany (2002) studied students’ perceptions on technological environment language
learning. The results showed that students attributed an important role to instructors.
The results also indicated that students perceived enhancement in cultural
knowledge, listening and reading skills, and independent learning skills.

In a study done by Bordonaro (2003), it looked into the advanced language

learners’ perceptions on using technology for ESL learning. The findings revealed
that advanced English language learners did not use computer tools designed
explicitly for pedagogical purposes extensively, and learner autonomy was not often
manifested in the advanced English language learners’ successful self-directed
learning. In a study done by Kelsen (2009), he explored the students’ attitudes
towards using YouTube to study English. The data showed that the students rated
the use of YouTube to study English as interesting, relevant, and beneficial. The
students also responded by writing positive comments regarding the use of YouTube
in language learning. Anyagre and Anyagre (2009) reported that there are three roles
of video in teacher education. The first role of video is as an additional and variety
to the teaching-learning environment. It also has a special appeal especially with
visual learners. Secondly, videos can be used to “provide a common experience for
immense learning through discussion” (Anyagre and Anyagre 2009). Then, the
 16

usage of videos in teacher education allows students to involve in problem-solving

activities. The last role of videos that they reported is that videos can be used to train
the student-teachers on media literacy.

Alimemaj (2010) conducted a study on YouTube, language learning, and

teaching techniques. The data obtained from the students implied that the Internet
and YouTube were great potential resources for language learning. In addition,
students had positive ideas in using YouTube for their own language learning. In
another study of ‘L2 Stories about YouTube in Language Learning’ by Balcikanli
(2011), the results from the study concluded that the students took advantage of
YouTube for the purpose of enhancing their language proficiency and out-of-class
experience, especially in terms of independence skills and cultural competence.
Watkins and Wilkins (2011) studied ‘Using YouTube in the EFL Classroom’ and
the study concluded that conversation, listening, and pronunciation skills can be
enhanced by using YouTube; inside and outside the classroom. Moreover, the study
also suggested that using YouTube videos as realia stimulates cultural lessons,
exposes students to World Englishes, and helps promoting authentic vocabulary
development.

In a study done by Muniandy and Veloo (2011) which focused on Malaysian

context of using video clips in English teaching, the result showed that the use of
online video clips were highly accepted by pre-service teachers and they showed
very strong attitude and readiness to utilize video clips in their teaching. Another
study had been conducted in 2011 in upper secondary school studies in Malaysia in
order to investigate whether there would be a change in students’ vocabulary
competence when they were exposed to songs in YouTube, compared to students
who were exposed to the traditional approach. The respondents in this study were
divided into two groups; experimental group and control group. Based on the data
obtained, the results showed that there was a significant improvement in students’
vocabulary competence in the experimental group than those in the control group.

In a different study, Jarvis (2012) studied the practices and perceptions of

Thai and Emerati university students in using computer-based materials (CbMs)
 17

outside the classroom, including Self Access Centres (SACs). The data suggested
that students used wide range of materials regularly and extensively in both their
native language and the English language. The results also indicated that the
students were aware of the importance of accessing and transmitting information in
the English language. They appeared to be using CbMs considerably for the purpose
of exposure to and the unconscious acquisition of the English language.

In 2013, DeWitt, Zahra Naimie, and Saedah Siraj carried out a study for the
purpose of finding out the technology applications that the first year undergraduate
students in a public institution in Malaysia had utilized. According to the results,
majority of the respondents which comprised of 97.2% used YouTube in their daily
life. Meanwhile, another study had been conducted in 2013 to 20 lecturers and
trainers of the Academy of Arts, Culture, and National Heritage (ASWARA) in
order to investigate the advantages of using YouTube as a teaching and learning tool
in the performing arts, as well as to determine whether it would be appropriate to use
YouTube as a performing arts teaching tool in future. The results revealed that
YouTube had the potential to be an instructional tool in the performing arts due to
the consensus from the respondents, who were experts in the field.

In another study conducted by Norhatta Mohd and Siti Mistima Maat (2013)
which was done to Engineering Technology students for the purpose of investigating
ICT application, which involved YouTube, that they used in learning mathematics.
Based on the findings, the students referred to YouTube as a learning material in
enhancing their understanding. In addition, the students also used YouTube in order
to help solving some of their mathematics problems.

2.7 Summary

As a conclusion, Chapter 2 of this paper provided the readers with extended

understanding on the study by pointing out significant findings from previous
studies which are related. Other than that, in this chapter, readers were presented
 18

with various terms and key points that were used in this study. Chapter 3 will look
into the methodology of this study.
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CHAPTER 3

RESEARCH METHODOLOGY

Chapter 3 of this paper discusses on the methodology of this study, which includes
the design of the study, sample or respondents, instrument to carry out the study,
procedures of the study, and tool used to analyse the data.

3.1 Research Design

This research employed quantitative technique. Aliaga and Gunderson

(2000) defined quantitative research method as collecting numerical data, which will
then be analysed using mathematically based methods (statistic), in order to explain
the results. A quantitative data can be interpreted through statistics. According to
Babbie (2010), “quantitative design focuses on gathering numerical data and
generalizing it across groups of people”.

According to Lim Ho Peng (1992), quantitative technique, or was known as

survey method, is the appropriate design for a research where its target is a large
population of subjects. In addition, survey method is a widely used method in the
social sciences. The goal of quantitative method is to arrive at generalized findings
for the entire population based on the data obtained from a sample of that
population. According to him, there are three important considerations that should
be taken into account in conducting a sample survey, which are:
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1- Sampling (choose the group of people to be studied and to represent the

population)
2- Obtaining data from the sample
3- Estimate the population characteristics by using statistical methods

A quantitative design was employed for the purpose of establishing

relationships between measured variables, which were, in this research’s context;
type of videos on YouTube, perception on the usage of YouTube videos, and learner
autonomy.

3.2 Research Sample

The population sample for this research came from Universiti Kebangsaan
Malaysia (UKM) Bangi Campus. There were 100 respondents participated in this
study and they were chosen randomly. All of the participants of this study were non-
native speakers of English but they were learners of English as a Second Language
(ESL). Therefore, they had been exposed to English language learning for over 12
years since they were in primary schools. Based on the findings from the
questionnaires, 63% of the respondents were female students while only 37% of
them were male students. They were all full-time undergraduate students with the
age range from 18 to more than 24 years old. 12% of the respondents were from 18
to 20 years old. Majority of the respondents, which consisted of 75%, were from 21
until 23 years old, and 10% of the respondents were 24 years old and above.

In addition, this study consisted of respondents from various races. 72% of

the respondents were Malay, 17% were Chinese, 7% were Indian, and only 4% were
of other races. The respondents of this study were students from first until fourth
year of their study in UKM. 14% of the respondents were first year students,
followed by 44% of the second year students, 41% of third year students, and only
1% of fourth year student. Moreover, the respondents of this research were
undertaking a range of courses or programs in UKM. Therefore, there were eight
 21

faculties of UKM Bangi Campus involved in this research. Table 2 shows the
faculties and the amount of the respondents involved:

Faculty Result
1 Faculty of Economic and Management 12%
2 Faculty of Engineering and Built Environment 13%
3 Faculty of Education 12%
4 Faculty of Information Science and Technology 13%
5 Faculty of Islamic Studies 12%
6 Faculty of Law 12%
7 Faculty of Science and Technology 13%
8 Faculty of Social Sciences and Humanities 13%
TOTAL 100%
Table 2: Respondents from each faculty

Moreover, this study also comprised of students with various Bands in

MUET. 5% of students with Band 1, while 26% were students with Band 2, 45% of
the respondents were students with Band 3, , followed by Band 4 students with 22%,
and only 2% of students with Band 5 in MUET.

3.3 Research Instrument

This research used a questionnaire which was adapted from questionnaires

from previous studies which investigated students’ perception and learner autonomy.
Questions and items in the questionnaire were replicated and changed to suit the
needs of this research. More specifically, the questionnaire adapted items and
questions from perception’s and learner autonomy questionnaires. The samples
responded to the items and statements in the questionnaire which were shown
mostly in the form of Likert scale. Each item in the questionnaire was developed for
the purpose of achieving the objectives of the research. The questionnaire consisted
of three sections; A, B, and C. The first section elicited the respondents’
demographic background which involved age, gender, race, year of study, faculty,
and MUET band.

Ten statements in Section B were adapted from a questionnaire developed by

Afari-Kumah and Achampong (2010) for their study entitled “Modeling Computer
Usage Intentions of Tertiary Students in a Developing Country through the
 22

Technology Acceptance Model”. In this section, the items were designed to achieve
the first research objective which is to investigate students’ perception in using
YouTube videos to learn English independently. The items and questions in this
section were adapted in order to look into the respondents’ opinion in using
YouTube as a medium for independent language learning. Another two questions
were constructed based on the 15 categories of videos featured on YouTube
identified by Ghasemi, Hashemi, and Bardine (2011).

Meanwhile, items in Section C were used to accomplish the second objective

of this research which was to study how students use YouTube videos in enhancing
their learner autonomy. The respondents were asked whether they enjoy choosing
materials on YouTube for their language learning. They were also required to state
whether finding materials on YouTube were easy or not.
A total of one hundred questionnaires were administered and distributed to
the respondents and all of them were completely answered and returned.

3.4 Research Procedures

Questionnaires were adapted to achieve the objectives of the research. Then,

the questionnaires were distributed to the targeted sample, collected, and analyzed.
The data were analysed and the results were shown statistically in numbers and
percentage and were also discussed. Based on the results, conclusions of the
research were made. Figure 4 shows further and clearer elaboration on the
procedures of this study.
 23

• Questionnaires were distributed to 100 students from eight faculties in UKM, Bangi
1 Campus

• The respondents answered and returned the questionnaires

2

• Data were collected from the questionnaires

3

• Data were analyzed

4

• Findings were shown in figures (statistically) and discussed

5

• Conclusions were made based on the findings

6

Figure 4: Research procedures

3.5 Analysis of Data

The questionnaires were gathered once the respondents had completed their
answers. Data from the questionnaires were calculated and analysed by using
Microsoft Excel. Data were calculated in percentage by using the frequencies. Then,
the results or percentages were analyzed descriptively. The results were also shown
in figures; tables, pie charts, and bar charts. Conclusions were made based on the
findings.

3.6 Summary

Chapter 3 of this paper viewed on the methodology of this study, which

involved the design of the study, sample or respondents, instrument to carry out the
study, procedures of the study, and tool used to analyse the data. The next chapter
will look into the data obtained from the questionnaires.
 24

CHAPTER 4

ANALYSIS OF DATA

This chapter points out the data obtained in this study. The data were collected from
the questionnaires to look at the responses from the sample and to relate the
responses with the variables of this study, which includes; types of YouTube videos
used in learning English, perception on using YouTube in English language
learning, and learner autonomy.

4.1 Types of YouTube Videos Used by the Respondents in English Language

Learning

The types of videos on YouTube, as shown in Section B of the questionnaire,

were constructed based on the classification of YouTube video categories by
Ghasemi, Hashemi, and Bardine in 2011 in their study. There are 15 categories of
videos in YouTube categorized by them, which are shown in the figure below, as
well as the results of the type of videos used by the respondents in English language
learning.
 25

Type of Videos Used in English Language

Learning
100% 82%
90%
80% 68% 67%
70% 57%
60% 51% 47% 46%
50% 40% 38%
30% 32%
40% 25% 28%
30% 18%
20% 10%
10%
0%

Figure 5: Type of Videos Used in English Language Learning

Figure 5 shows 15 categories of videos in YouTube and the result of the

responses from respondents in statement 19 in the questionnaire; I use this/ these
video(s) on YouTube in my own English language learning. Based on the data,
majority of the respondents (82%) used music video on YouTube in their own
English language learning. In addition, 68% and 67% of the respondents also used
education video and film and animation videos, respectively, on YouTube in
learning English on their own. In addition, 57% of the respondents claimed that they
learn English independently through how-to and style videos on YouTube, followed
by 51% of the respondents stated that they used comedy videos on YouTube to learn
English on their own.

On the other hand, majority of the respondents claimed that they did not use
non-profit and activism videos on YouTube in English language learning because
based on the data, only 10% of the respondents used this category of YouTube
videos in learning English. Besides, only 18% of the respondents stated that they
used pets and animals videos on YouTube to learn English on their own learning
time. Besides non-profit and activism, other categories of YouTube videos with less
percentage are automobile and vehicles with 25%, advertisements with 28%, gaming
with 30%, sports with 32%, and travel and events with 38%.
 26

Automobile and Vehicles

100%
80%
60% 54%
33% 38%
40% 31%
17% 15%
20% 8%
0
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 6: Automobile and Vehicles

Based on Figure 6, almost all of the respondents from almost all faculties
stated that they did not use automobile and vehicles videos in English language
learning. Moreover, none of the respondents from Faculty of Islamic Studies used
automobile and vehicles videos for English language learning purpose. However,
more than half of the respondents from Faculty of Engineering and Built
Environment (54%) claimed of using the videos in their own English language
learning time. Similar data was achieved from the respondents’ responses in using
advertisements videos in English language learning (Figure 7).

Advertisements
Faculty of Social Sciences and Humanities 46%
Faculty of Science and Technology 23%
Faculty of Law 25%
Faculty of Islamic Studies 8%
Faculty of Information Science and Technology 38%
Faculty of Education 33%
Faculty of Engineering and Built Environment 8%
Faculty of Economic and Management 42%
0% 20% 40% 60% 80% 100%

Figure 7: Advertisements

Less than half of the respondents from each faculty claimed that
advertisement was one of the YouTube video categories they used in English
language learning. Furthermore, there was only one respondent, which consisted of
8%, of each Faculty of Engineering and Built Environment and Faculty of Islamic
Studies who used advertisements.
 27

Comedy
100%
77%
80% 67% 62%
60% 46%
42% 38% 38%
40% 33%

20%
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 8: Comedy

According to Figure 5, 51% of the respondents stated that they used comedy
videos in YouTube in their own English language learning. Majority of the
respondents from Faculty of Education (83%), Faculty of Islamic Studies (67%),
and Faculty of Social Sciences and Humanities (62%) supported this statement.

Education
100%
75% 77% 75%
80% 69% 69%
62% 58%
60% 54%

40%
20%
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 9: Education

Meanwhile, majority of the respondents from eight faculties stated that they
used educations videos on YouTube to learn English language independently, which
comprised of 68%. Similar result was accomplished for film and animation category
(67%).
 28

Film and Animation

Faculty of Social Sciences and Humanities 77%
Faculty of Science and Technology 46%
Faculty of Law 58%
Faculty of Islamic Studies 42%
Faculty of Information Science and Technology 62%
Faculty of Education 92%
Faculty of Engineering and Built Environment 92%
Faculty of Economic and Management 67%
0% 20% 40% 60% 80% 100%

Figure 10: Film and Animation

Gaming
100%
80%
60% 46% 42% 42%
40% 25% 31%
23% 23%
20% 8%
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 11: Gaming

However, only 30% of the respondents claimed of using gaming videos for
learning purpose. In addition, less than half of the respondents from each faculty
used gaming videos for independent English language learning. Only 67% of the
respondents from Faculty of Islamic Studies used this YouTube video category.

How to and Style

Faculty of Social Sciences and Humanities 77%
Faculty of Science and Technology 54%
Faculty of Law 67%
Faculty of Islamic Studies 58%
Faculty of Information Science and Technology 54%
Faculty of Education 75%
Faculty of Engineering and Built Environment 12%
Faculty of Economic and Management 58%
0% 20% 40% 60% 80% 100%

Figure 12: How-to and Style

 29

On the other hand, more than half of the respondents from almost all eight
faculties involved claimed of learning English independently through how-to and
style videos on YouTube, except for only 15% of the respondents from Faculty of
Engineering and Built Environment. While majority of the respondents from Faculty
of Social Sciences and Humanities (77%) learned English independently through
how-to and style videos on YouTube.

Music
100% 92% 92% 92%
85%
77% 75% 77%
80% 67%
60%
40%
20%
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 13: Music

Majority of the respondents from eight faculties involved in this study

claimed that they learned English language independently through music videos on
YouTube, which comprised of 82%. 92% of the respondents from Faculty of
Engineering and Built Environment, Faculty of Economic and Management, Faculty
of Education supported this statement, 85% of the respondents from Faculty of
Social Sciences and Humanities. 77% of the respondents from each of Faculty of
Information Science and Technology and Faculty of Science and Technology also
supported this statement, followed by 75% of the respondents from Faculty of Law
and the least percentage with 67% came from the respondents from Faculty of
Islamic Studies.
 30

News and Politics

100%

80%
67%
60%
42% 46% 46%
38%
40% 33% 33%

20% 15%

0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 14: News and Politics

On the other hand, less than half of the overall respondents (40%) stated that
they learned English language through news and politics videos on YouTube.
Moreover, this result will be better understood when it is divided into the eight
faculties. The only faculty with more than half of its respondents supported this
statement was Faculty of Law, with 67%. While there were only 15% of the
respondents from Faculty of Science and Technology who claimed that they learned
English language through news and politics videos on YouTube.

Non-profit and Activism

Faculty of Social Sciences and Humanities 8%

Faculty of Science and Technology 0
Faculty of Law 33%
Faculty of Islamic Studies 17%
Faculty of Information Science and Technology 8%
Faculty of Education 8%
Faculty of Engineering and Built Environment 0
Faculty of Economic and Management 8%

0% 20% 40% 60% 80% 100%

Figure 15: Non-profit and Activism

Based on Figure 5, YouTube video category with the least percentage in this
study is non-profit and activism, which consisted only 10% of the overall
respondents. None of the respondents from both Faculty of Engineering and Built
 31

Management and Faculty of Science and Technology stated that they learned
English language through this type of YouTube video. While 33% of the
respondents from Faculty of Law claimed that they learned English language
through non-profit and activism video on YouTube, which resulted in the highest
percentage among all faculties.

People and Vlogs

100%
80% 75%
58% 54%
60% 50% 50%
40% 31% 31% 31%

20%
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 16: People and Vlogs

For the next category, 47% of the respondents claimed of learning English
language through watching people and vlogs videos on YouTube. Faculties with
more than half of the respondents claiming to this statement are Faculty of
Education, with 75%, 58% of the respondents from Faculty of Law, and 54% of the
respondents from Faculty of Science and Technology.

Pets and Animals

Faculty of Social Sciences and Humanities 31%
Faculty of Science and Technology 0
Faculty of Law 17%
Faculty of Islamic Studies 0
Faculty of Information Science and Technology 31%
Faculty of Education 42%
Faculty of Engineering and Built Environment 15%
Faculty of Economic and Management 8%
0% 20% 40% 60% 80% 100%

Figure 17: Pets and Animals

 32

Meanwhile, only 18% of the respondents stated that they learned English
language by watching pets and animals video on YouTube. In addition, none of the
respondents from both Faculty of Islamic Studies and Faculty of Science and
Technology claimed so.

Science and Technology

100% 85%
80% 69%
62%
60%
42% 38%
40% 33%
17% 17%
20%
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 18: Science and Technology

For the next category, 46% of the respondents claimed of using science and
technology video on YouTube in independent English language learning. Majority
of the respondents, with the result of 85%, from Faculty of Information Science and
Technology agreed to using this type of video on YouTube, followed by 69% of the
respondents from Faculty of Engineering and Built Environment, and 62% of the
respondents from Faculty of Science and Technology. The least percentage was
from Faculty of Law and Faculty of Islamic Studies, with 17% each.

Sports
100%
80%
60%
42% 42% 38%
40% 31% 33% 31%
25%
15%
20%
0%
Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of
Economic Engineering Education Information Islamic Law Science and Social
and and Built Science and Studies Technology Sciences and
Management Environment Technology Humanities

Figure 19: Sports

 33

Furthermore, 32% of the respondents consisted of those who used sports

video on YouTube in English language learning, with the least percentage comes
from Faculty of Science and Technology with only 15%. Meanwhile, the highest
percentage comes from Faculty of Economic and Management and Faculty of
Education with 42% each, followed by Faculty of Information Science and
Technology with 38%.

In another category, 38% of the respondents claimed of learning English

language through travel and events video on YouTube. Faculty of Law and Faculty
of Social Sciences and Humanities were the only two faculties with more than half
of the respondents agreeing to this, with 67% and 62% respectively. While only 8%
of the respondents from Faculty of Science and Technology claimed of using this
type of video on YouTube for learning purpose.

Travel and Events

Faculty of Social Sciences and Humanities 62%

Faculty of Science and Technology 8%
Faculty of Law 67%
Faculty of Islamic Studies 17%
Faculty of Information Science and Technology 46%
Faculty of Education 50%
Faculty of Engineering and Built Environment 31%
Faculty of Economic and Management 25%

0% 20% 40% 60% 80% 100%

Figure 20: Travel and Events

 34

The results of the types of YouTube videos used by the respondents in

English language learning are also put into a table. The summary of the results can
be seen in the table below.

FEM FEBE FE FIST FIS FL FST FSSH

Automobile and Vehicles 33% 54% 8% 38% 0% 17% 15% 31%

Advertisements 42% 8% 33% 38% 8% 25% 23% 46%
Comedy 42% 46% 77% 38% 67% 33% 38% 62%
Education 75% 69% 77% 62% 75% 58% 69% 54%
Film and Animation 67% 92% 92% 62% 42% 58% 46% 77%
Gaming 25% 46% 42% 31% 8% 42% 23% 23%
How-to and Style 58% 15% 75% 54% 58% 67% 54% 77%
Music 92% 92% 92% 77% 67% 75% 77% 85%
News and Politics 33% 38% 42% 46% 33% 67% 15% 46%
Non-Profit and Activism 8% 0% 8% 8% 17% 33% 0% 8%
People and Vlogs 50% 31% 75% 31% 50% 58% 54% 31%
Pets and Animals 8% 15% 42% 31% 0% 17% 0% 31%
Science and Technology 42% 69% 33% 85% 17% 17% 62% 38%
Sports 42% 31% 42% 38% 25% 33% 15% 31%
Travel and Events 25% 31% 50% 46% 17% 67% 8% 62%

Table 3: Types of YouTube Videos Used by the Respondents from Different Faculties

FEM: Faculty of Economic and FIS: Faculty of Islamic Studies

Management FL: Faculty of Law
FEBE: Faculty of Engineering and Built FST: Faculty of Science and
Environment Technology
FE: Faculty of Education FSSH: Faculty of Social Sciences and
FIST: Faculty of Information Science and Humanities
Technology
 35

4.2 Technology Acceptance Model (TAM)

4.2.1 Perceived Usefulness (PU)

14 statements were identified in determining the respondents’ level of

perceived usefulness (PU) on YouTube in English language learning. The results of
these statements were analysed between each faculty. The data are as follows:
Statement Strongly Disagree Agree Strongly
Disagree Agree
8 Using YouTube videos in my own
learning time gives me greater control
over my studies
Faculty of Economic and Management 3 8 1
Faculty of Engineering and Built 1 12
Environment
Faculty of Education 4 7 1
Faculty of Information Science and 1 10 2
Technology
Faculty of Islamic Studies 2 7 3
Faculty of Law 3 4 5
Faculty of Science and Technology 5 8
Faculty of Social Sciences and Humanities 8 5
TOTAL 3% 28% 62% 7%

9 Using YouTube videos in my own

learning time improves my learning
productivity
Faculty of Economic and Management 3 8 1
Faculty of Engineering and Built 13
Environment
Faculty of Education 2 9 1
Faculty of Information Science and 1 9 3
Technology
Faculty of Islamic Studies 2 8 2
Faculty of Law 2 5 5
Faculty of Science and Technology 3 10
Faculty of Social Sciences and Humanities 3 9 1
TOTAL 2% 19% 71% 8%
Table 4: Statements 8, 9 on Perceived Usefulness (PU)

In the eight statement, 62% and 7% of the respondents agreed and strongly
agreed that they had greater control over their studies when they were using
YouTube videos in their learning time. Most of the respondents who agreed and
strongly agreed on this statement were from six faculties. However, more than half
respondents from Faculty of Law, which consisted of 58%, and 62% of the
respondents from Faculty of Social Sciences and Humanities chose to disagreed and
 36

strongly disagreed on the statement. In addition, based on the result from Statement
9, 71% of the respondents agreed that their learning productivity was improved by
using YouTube videos in their learning time while another 7% of the respondents
strongly agreed on the same statement. Almost all respondents from all faculties
were in favour of this statement except for those respondents from Faculty of Law
(58%) who disagreed and strongly disagreed on the statement. While all of the
respondents from Faculty of Engineering and Built Environment agreed on this
statement.
Statement Strongly Disagree Agree Strongly
Disagree Agree
10 Using YouTube videos in my own
learning time enhances the effectiveness
of my study activities
Faculty of Economic and Management 2 10
Faculty of Engineering and Built 12 1
Environment
Faculty of Education 2 9 1
Faculty of Information Science and 2 7 4
Technology
Faculty of Islamic Studies 3 7 2
Faculty of Law 4 4 4
Faculty of Science and Technology 3 10
Faculty of Social Sciences and Humanities 5 8
TOTAL 4% 21% 63% 12%

11 Using YouTube videos in my own

learning time improves the quality of
assignments I do
Faculty of Economic and Management 4 8
Faculty of Engineering and Built 3 9 1
Environment
Faculty of Education 1 7 4
Faculty of Information Science and 3 7 3
Technology
Faculty of Islamic Studies 2 8 2
Faculty of Law 4 7 1
Faculty of Science and Technology 1 11 1
Faculty of Social Sciences and Humanities 6 5 2
TOTAL 4% 27% 55% 14%

12 Using YouTube videos in my own

learning time enables me to accomplish
study tasks more quickly
Faculty of Economic and Management 3 9
Faculty of Engineering and Built 1 11 1
Environment
Faculty of Education 1 9 2
Faculty of Information Science and 2 5 6
Technology
Faculty of Islamic Studies 3 7 2
Faculty of Law 4 8
 37

Faculty of Science and Technology 1 12

Faculty of Social Sciences and Humanities 3 8 2
TOTAL 4% 22% 61% 13%
Table 5: Statements 10, 11, 12 on PU

In the tenth statement, 63% of the respondents stated that they agreed the
effectiveness of their study activities was enhanced when they were using YouTube
videos in their own learning time and another 12% of the respondents strongly
agreed on the same statement. Most of the respondents from almost all of the
faculties involved agreed and strongly agreed on this matter except for more than
half of the respondents from Faculty of Law, with 67%, who disagreed and strongly
disagreed on the statement. On the other hand, all of the respondents from Faculty of
Engineering and Built Environment agreed (92%) and strongly agreed (8%) on the
statement.

Furthermore, the result shows that 55% of the respondents agreed that the
quality of assignments that they did was improved by using YouTube videos in their
own learning time while 14% of the respondents strongly agreed on the same
statement (Number 11). While almost all respondents from almost all of the faculties
involved agreed and strongly agreed on the statement, majority of the respondents
from Faculty of Law (92%) disagreed and strongly disagreed on this. Based on the
data from the 12th statement, 61% of the respondents agreed that by using YouTube
videos in their own learning time enabled them to complete their study tasks more
quickly, and another 13% of the respondents strongly agreed on the same statement.
However, all of the respondents from Faculty of Law disagreed and strongly
disagreed on the statement.

Statement Strongly Disagree Agree Strongly

Disagree Agree
13 Using YouTube videos makes it
easier to study/ learn English in
my own learning time
Faculty of Economic and 12
Management
Faculty of Engineering and Built 12 1
Environment
Faculty of Education 5 7
Faculty of Information Science and 2 9 2
Technology
Faculty of Islamic Studies 1 9 2
 38

Faculty of Law 3 2 7
Faculty of Science and Technology 1 11 1
Faculty of Social Sciences and 1 8 4
Humanities
TOTAL 3% 7% 73% 17%

25 Using YouTube videos is another

way for me to learn English
language
Faculty of Economic and 1 9 2
Management
Faculty of Engineering and Built 12 1
Environment
Faculty of Education 7 5
Faculty of Information Science and 1 9 3
Technology
Faculty of Islamic Studies 2 9 1
Faculty of Law 3 2 6 1
Faculty of Science and Technology 13
Faculty of Social Sciences and 3 3 7
Humanities
TOTAL 3% 9% 68% 20%

31 YouTube exposes me with variety

of videos in English
Faculty of Economic and 1 9 2
Management
Faculty of Engineering and Built 1 12
Environment
Faculty of Education 1 5 6
Faculty of Information Science and 7 6
Technology
Faculty of Islamic Studies 11 1
Faculty of Law 3 3 3 3
Faculty of Science and Technology 13
Faculty of Social Sciences and 2 8 3
Humanities
TOTAL 3% 8% 68% 21%
Table 6: Statements 13, 25, 31 on PU

Meanwhile, majority of the respondents (73%) agreed that it was easier for
them to study/ learn English in their own learning time by using YouTube videos,
and another 17% of the respondents strongly agreed about the same statement
(Number 13). Moreover, all respondents from Faculty of Economic and
Management, Faculty of Engineering and Built Environment, Faculty of Education,
Faculty of Science and Technology, and Faculty of Social Sciences and Humanities
were in favour of the statement. In the 25th statement, 68% and 20% of the
respondents agreed and strongly agreed, respectively, that YouTube videos was
another medium for them to learn English language. While only 9% and 3% of the
respondents disagreed and strongly disagreed, respectively, on the statement.
 39

Furthermore, based on the data, all of the respondents from Faculty of Engineering
and Built Environment, Faculty of Education, and Faculty of Science and
Technology were in favour of this statement, while 42% of the respondents from
Faculty of Law were not in favour of this.

Based on the data from Statement 31, 68% and 21% of the respondents
agreed and strongly agreed, respectively, that YouTube exposed them with variety
of videos in English. Moreover, all of the respondents from Faculty of Information
Science and Technology and Faculty of Science and Technology approved this
statement, while half of the respondents from Faculty of Law, with 50%,
disapproved this. According to the data from Statement 42, 56% and 22% of the
respondents agreed and strongly agreed, respectively, that they learned new
vocabularies from YouTube videos, while 19% and 3% of them disagreed and
strongly disagreed, respectively, on the same statement. 92% of the respondents
from each of Faculty of Economic and Management and Faculty of Education
claimed that they learned new vocabularies from YouTube videos.
Statement Strongly Disagree Agree Strongly
Disagree Agree
42 I learn new vocabularies from YouTube
videos
Faculty of Economic and Management 1 9 2
Faculty of Engineering and Built 4 7 2
Environment
Faculty of Education 1 6 5
Faculty of Information Science and 1 2 8 2
Technology
Faculty of Islamic Studies 2 9 1
Faculty of Law 2 1 5 4
Faculty of Science and Technology 4 9
Faculty of Social Sciences and Humanities 4 3 6
TOTAL 3% 19% 56% 22%

43 I learn correct pronunciation of English

words from YouTube videos
Faculty of Economic and Management 12
Faculty of Engineering and Built 1 10 2
Environment
Faculty of Education 3 3 6
Faculty of Information Science and 1 8 4
Technology
Faculty of Islamic Studies 2 9 1
Faculty of Law 2 3 4 3
Faculty of Science and Technology 2 11
Faculty of Social Sciences and Humanities 3 7 3
TOTAL 2% 15% 64% 19%
 40

46 Watching YouTube videos helps

improving my listening skill
Faculty of Economic and Management 11 1
Faculty of Engineering and Built 9 4
Environment
Faculty of Education 6 6
Faculty of Information Science and 9 4
Technology
Faculty of Islamic Studies 10 2
Faculty of Law 2 2 6 2
Faculty of Science and Technology 2 10 1
Faculty of Social Sciences and Humanities 3 5 5
TOTAL 2% 7% 66% 25%

47 Watching YouTube videos helps

improving my speaking skill
Faculty of Economic and Management 12
Faculty of Engineering and Built 5 7 1
Environment
Faculty of Education 6 6
Faculty of Information Science and 1 2 9 1
Technology
Faculty of Islamic Studies 10 2
Faculty of Law 3 1 8
Faculty of Science and Technology 3 10
Faculty of Social Sciences and Humanities 3 7 3
TOTAL 4% 14% 69% 13%

48 Watching YouTube videos helps

improving my reading skill
Faculty of Economic and Management 2 9 1
Faculty of Engineering and Built 3 10
Environment
Faculty of Education 2 8 2
Faculty of Information Science and 2 3 5 3
Technology
Faculty of Islamic Studies 8 3 1
Faculty of Law 5 1 4 2
Faculty of Science and Technology 1 3 9
Faculty of Social Sciences and Humanities 4 6 3
TOTAL 8% 26% 54% 12%

49 Watching YouTube videos helps

improving my writing skill
Faculty of Economic and Management 2 10
Faculty of Engineering and Built 5 7 1
Environment
Faculty of Education 5 5 2
Faculty of Information Science and 2 3 7 1
Technology
Faculty of Islamic Studies 8 3 1
Faculty of Law 3 2 5 2
Faculty of Science and Technology 1 3 9
Faculty of Social Sciences and Humanities 4 6 3
TOTAL 6% 32% 52% 10%
Table 7: Statements 42, 43, 46, 47, 48, 49 on PU
 41

In the 42nd statement, 64% and 19% of the respondents agreed and strongly
agreed, respectively, that they learned correct pronunciation of English words from
YouTube videos, while 15% and 2% of them disagreed and strongly disagreed,
respectively, on the statement. All of the respondents from Faculty of Economic and
Management approved this statement. However, 42% of the respondents from
Faculty of Law did not approve of this statement.

Meanwhile, the respondents were also asked on their belief in the use of
YouTube videos in English language learning to improve the four skills; listening,
speaking, reading, and writing (Statement 46 – 49). Majority of the respondents,
with the highest percentage of 91%, believed that their listening skill was improved
by watching YouTube videos. This is followed by 82% of the respondents who
believed that their speaking skill was improved through YouTube videos. 66% of
the respondents claimed that watching YouTube videos helped in improving their
reading skill.

The least percentage, with 62%, comes from those respondents who believed
that their writing skill was improved by watching YouTube videos. Majority of the
respondents from all of the faculties involved believed that YouTube videos
improved their listening and speaking skills. On the contrary, 34% and 38% of the
respondents did not believe that their reading and writing skills, respectively, were
improved through YouTube videos. Most of the percentage came from the
respondents from Faculty of Islamic Studies, with 72%.
 42

4.2.2 Perceived Ease of Use (PEOU)

Statement Strongly Disagree Agree Strongly

Disagree Agree
14 Using YouTube in independent
English language learning is easy
Faculty of Economic and Management 2 10
Faculty of Engineering and Built 3 10
Environment
Faculty of Education 5 7
Faculty of Information Science and 3 4 6
Technology
Faculty of Islamic Studies 2 8 2
Faculty of Law 3 3 5 1
Faculty of Science and Technology 1 12
Faculty of Social Sciences and 2 6 5
Humanities
TOTAL 3% 16% 60% 21%

15 Becoming skilful at using YouTube in

English language learning is easy
Faculty of Economic and Management 2 10
Faculty of Engineering and Built 4 9
Environment
Faculty of Education 7 5
Faculty of Information Science and 4 6 3
Technology
Faculty of Islamic Studies 1 9 2
Faculty of Law 3 3 6
Faculty of Science and Technology 2 11
Faculty of Social Sciences and 4 8 1
Humanities
TOTAL 3% 20% 66% 11%

16 Getting information using YouTube

videos is easy
Faculty of Economic and Management 2 9 1
Faculty of Engineering and Built 1 10 2
Environment
Faculty of Education 1 5 6
Faculty of Information Science and 1 7 5
Technology
Faculty of Islamic Studies 1 9 2
Faculty of Law 1 2 7 2
Faculty of Science and Technology 1 12
Faculty of Social Sciences and 2 7 4
Humanities
TOTAL 1% 11% 66% 22%
Table 8: Statements 14, 15, 16 on Perceived Ease of Use (PEOU)

Based on the data from the 14 th statement, 60% of the respondents agreed
that it was easy for them to use YouTube in their independent English language
learning, while another 20% of the respondents strongly agreed on the same
 43

statement. All of the respondents from Faculty of Education agreed and strongly
agreed on this statement while almost all of the respondents from the remaining
faculties also in favour of this statement. Moreover, 66% of the respondents also
agreed that it was easy to become skilful at using YouTube in English language
learning, with another 11% of the respondents strongly agreed on the same
statement (Number 15). Almost all of the respondents from all faculties involved
supported this statement. In addition, 66% of the respondents agreed that it was easy
to get information from YouTube, and another 22% of the respondents strongly
agreed about it (Statement 16). Majority of the respondents from all eight faculties
were in the same opinion and supported this statement.
Statement Strongly Disagree Agree Strongly
Disagree Agree
20 I have easy access to YouTube
website
Faculty of Economic and Management 1 8 3
Faculty of Engineering and Built 3 9 1
Environment
Faculty of Education 10 2
Faculty of Information Science and 10 3
Technology
Faculty of Islamic Studies 10 2
Faculty of Law 2 3 7
Faculty of Science and Technology 1 1 7 4
Faculty of Social Sciences and 1 10 2
Humanities
TOTAL 3% 6% 67% 24%

32 It is easy for me to find materials in

English language learning on
YouTube
Faculty of Economic and Management 9 3
Faculty of Engineering and Built 2 9 2
Environment
Faculty of Education 8 4
Faculty of Information Science and 2 9 2
Technology
Faculty of Islamic Studies 2 8 2
Faculty of Law 4 3 3 2
Faculty of Science and Technology 1 12
Faculty of Social Sciences and 2 7 4
Humanities
TOTAL 6% 10% 65% 19%

35 I am able to watch videos on

YouTube as many times as I want
Faculty of Economic and Management 2 6 4
Faculty of Engineering and Built 2 8 3
Environment
Faculty of Education 2 6 4
 44

Faculty of Information Science and 1 11 1

Technology
Faculty of Islamic Studies 11 1
Faculty of Law 1 1 3 7
Faculty of Science and Technology 3 10
Faculty of Social Sciences and 4 7 2
Humanities
TOTAL 2% 14% 62% 22%
Table 9: Statements 20, 32, 35 on PEOU

Based on Table 9, 67% and 24% of the respondents agreed and strongly
agreed, respectively, that they had easy access to YouTube website (Statement 20).
There were only 9% of the respondents who had problems in accessing the website,
which came from 3% of the respondents from Faculty of Engineering and Built
Environment, 2% each from the respondents of Faculty of Law and Faculty of
Science and Technology, and 1% each from Faculty of Economic and Management
and Faculty of Social Sciences and Humanities. Moreover, in the next statement,
65% and 19% of the respondents agreed and strongly agreed, respectively, that it
was easy for them to find materials in English language learning on YouTube. All of
the respondents from Faculty of Economic and Management approved of this
sentence. However, more than half of the respondents from Faculty of Law, which
involved 58% of them, did not find it easy. In the final statement in indicating their
level of Perceived Ease of Use (PEOU), 62% and 22% of the respondents believed
that it was easy for them to watch YouTube videos because they were able to watch
the videos as many times as they wanted.
 45

4.2.3 Attitude towards the Use of YouTube Videos in English Language Learning

Statement Strongly Disagree Agree Strongly

Disagree Agree
17 YouTube provides an attractive
learning environment
Faculty of Economic and Management 2 10
Faculty of Engineering and Built 1 10 2
Environment
Faculty of Education 2 3 7
Faculty of Information Science and 5 8
Technology
Faculty of Islamic Studies 1 9 2
Faculty of Law 4 2 1 5
Faculty of Science and Technology 1 12
Faculty of Social Sciences and 1 2 7 3
Humanities
TOTAL 5% 11% 57% 27%

18 I like using YouTube in English

language learning
Faculty of Economic and Management 2 10
Faculty of Engineering and Built 4 8 1
Environment
Faculty of Education 1 6 5
Faculty of Information Science and 1 7 5
Technology
Faculty of Islamic Studies 2 8 2
Faculty of Law 5 1 6
Faculty of Science and Technology 1 12
Faculty of Social Sciences and 4 7 2
Humanities
TOTAL 5% 15% 59% 21%
Table 10: Statements 17, 18 on attitude towards the use of YouTube videos

According to Table 10, 57% of the respondents agreed that YouTube

provided them with an attractive learning environment, while another 27% of the
respondents strongly agreed on the first statement. While half of the respondents
from Faculty of Law opposed to this statement, on the other hand, all of the
respondents from Faculty of Information Science and Technology approved of the
statement. On the 18th statement, 59% of the respondents agreed that they liked
using YouTube to learn English language, while another 21% of the respondents
strongly agreed on the same statement. More than half of the respondents from each
faculty supported this statement. However, 42% of the respondents from Faculty of
Law were strongly not in favour of this statement.
 46

Statement Strongly Disagree Agree Strongly

Disagree Agree
21 I am confident in using YouTube to
learn English
Faculty of Economic and Management 1 9 2
Faculty of Engineering and Built 13
Environment
Faculty of Education 1 8 3
Faculty of Information Science and 1 1 9 2
Technology
Faculty of Islamic Studies 3 8 1
Faculty of Law 3 5 2 2
Faculty of Science and Technology 4 9
Faculty of Social Sciences and 1 3 7 2
Humanities
TOTAL 6% 17% 65% 12%

38 I enjoy choosing materials on

YouTube in learning English
Faculty of Economic and Management 1 10 1
Faculty of Engineering and Built 1 10 2
Environment
Faculty of Education 7 5
Faculty of Information Science and 2 1 8 2
Technology
Faculty of Islamic Studies 11 1
Faculty of Law 4 3 1 4
Faculty of Science and Technology 3 10
Faculty of Social Sciences and 3 7 3
Humanities
TOTAL 7% 11% 64% 18%
Table 11: Statements 21, 38 on Attitudes towards the Use of YouTube Videos

Based on Table 11, 65% and 12% of the respondents agreed and strongly
agreed, respectively, that they felt confident in using YouTube in English language
learning (Statement 21). However, 17% and 6% of the respondents disagreed and
strongly disagreed, respectively, on this statement. Most of the percentage came
from 67% of the respondents from Faculty of Law, who were not in favour of the
statement, while all of the respondents from Faculty of Engineering and Built
Environment claimed of feeling confident with YouTube as a medium to learn
English language. According to the data for Statement 38, 64% and 18% of the
respondents enjoyed and really enjoyed, respectively, in choosing materials on
YouTube in English language learning. While 11% and 7% of them did not enjoy
and really did not enjoy, respectively, in it. All of the respondents from both of
Faculty of Education and Faculty of Islamic Studies claimed that they enjoyed
choosing materials on YouTube. However, 58% of the respondents from Faculty of
Law disapproved of the statement.
 47

4.3 Learner Autonomy

4.3.1 Confidence

Statement Strongly Disagree Agree Strongly

Disagree Agree
21 I am confident in using YouTube to learn
English
Faculty of Economic and Management 1 9 2
Faculty of Engineering and Built Environment 13
Faculty of Education 1 8 3
Faculty of Information Science and 1 1 9 2
Technology
Faculty of Islamic Studies 3 8 1
Faculty of Law 3 5 2 2
Faculty of Science and Technology 4 9
Faculty of Social Sciences and Humanities 1 3 7 2
TOTAL 6% 17% 65% 12%

26 Using YouTube videos independently

enhances my confidence to learn English
Faculty of Economic and Management 3 9
Faculty of Engineering and Built Environment 3 9 1
Faculty of Education 1 5 6
Faculty of Information Science and 2 9 2
Technology
Faculty of Islamic Studies 3 8 1
Faculty of Law 3 3 5 1
Faculty of Science and Technology 1 12
Faculty of Social Sciences and Humanities 3 7 3
TOTAL 3% 19% 64% 14%

27 Using YouTube videos independently

enhances my confidence to practice English
Faculty of Economic and Management 2 10
Faculty of Engineering and Built Environment 2 10 1
Faculty of Education 1 5 6
Faculty of Information Science and 3 7 3
Technology
Faculty of Islamic Studies 1 10 1
Faculty of Law 4 2 5 1
Faculty of Science and Technology 1 12
Faculty of Social Sciences and Humanities 4 8 1
TOTAL 4% 16% 67% 13%
Table 12: Statements 21, 26, 27 on Confidence

In Statement 21, 77% of the respondents claimed that they were confident in
using YouTube as a medium to learn English language. Moreover, all of the
 48

respondents from Faculty of Engineering and Built Environment were in favour of

this statement. However, more than half of the respondents from Faculty of Law,
which involved 67% of them, were against it, claiming of not feeling confident to
use YouTube videos in English language learning.

Based on the result of Statement 26, 78% of the respondents responded

positively to the statement. Majority of the respondents from almost all faculties
believed that their confidence level in independent English language learning was
enhanced through the use of YouTube videos. However, half of the respondents
from Faculty of Law, which consisted of 50%, did not believe so. Meanwhile, in
Statement 27, 80% of the overall respondents believed that their confidence level in
practicing English was enhanced through the use of YouTube videos. However,
similar to the result from Statement 26, half of the respondent from Faculty of Law,
with 50%, were against the statement and gave negative feedback.

4.3.2 Freedom of Choice and Control

Statement Strongly Disagree Agree Strongly

Disagree Agree
22 Using YouTube enables me to control
my own learning
Faculty of Economic and Management 2 9 1
Faculty of Engineering and Built 2 9 2
Environment
Faculty of Education 1 8 3
Faculty of Information Science and 1 9 3
Technology
Faculty of Islamic Studies 1 10 1
Faculty of Law 3 4 3 2
Faculty of Science and Technology 3 10
Faculty of Social Sciences and 5 7 1
Humanities
TOTAL 3% 19% 65% 13%

38 I enjoy choosing materials on YouTube

in learning English
Faculty of Economic and Management 1 10 1
Faculty of Engineering and Built 1 10 2
Environment
Faculty of Education 7 5
Faculty of Information Science and 2 1 8 2
 49

Technology
Faculty of Islamic Studies 11 1
Faculty of Law 4 3 1 4
Faculty of Science and Technology 3 10
Faculty of Social Sciences and 3 7 3
Humanities
TOTAL 7% 11% 64% 18%

40 Using YouTube in independent

language learning gives me control on
how long to spend on each video
Faculty of Economic and Management 1 2 8 1
Faculty of Engineering and Built 1 10 2
Environment
Faculty of Education 4 6 2
Faculty of Information Science and 2 1 10
Technology
Faculty of Islamic Studies 11 1
Faculty of Law 5 6 1
Faculty of Science and Technology 5 8
Faculty of Social Sciences and 5 6 2
Humanities
TOTAL 8% 18% 65% 9%
Table 13: Statements 22, 38, 40 on Freedom of Choice and Control

Based on the data on Statement 22, 78% of the overall respondents agreed
that they had control over their own learning through YouTube videos. Majority of
the respondents from almost all faculties agreed to this statement. However, 58% of
the respondents from Faculty of Law were not in favour of this statement. In the
next statement, 82% of the respondents claimed to enjoy choosing materials on
YouTube for English language learning. Moreover, all of the respondents from
Faculty of Education and Faculty of Islamic Studies were in favour of this statement.
However, 58% of the respondents from Faculty of Law were against this statement.
In Statement 40, 74% of the overall respondents claimed of having control on the
length of time to spend on each YouTube videos in independent English language
learning. All of the respondents from Faculty of Islamic Studies agreed to this
statement, as well as majority of the respondents from the rest of the faculties.
 50

4.3.3 Motivation

Statement Strongly Disagree Agree Strongly

Disagree Agree
23 I enjoy learning English independently
through YouTube videos
Faculty of Economic and Management 2 9 1
Faculty of Engineering and Built 11 2
Environment
Faculty of Education 10 2
Faculty of Information Science and 1 10 2
Technology
Faculty of Islamic Studies 1 10 1
Faculty of Law 4 1 5 2
Faculty of Science and Technology 1 12
Faculty of Social Sciences and Humanities 3 7 3
TOTAL 5% 8% 74% 13%

24 Using YouTube videos in my own time

makes English language learning more
interesting
Faculty of Economic and Management 1 9 2
Faculty of Engineering and Built 10 3
Environment
Faculty of Education 9 3
Faculty of Information Science and 1 2 7 3
Technology
Faculty of Islamic Studies 2 9 1
Faculty of Law 4 3 4 1
Faculty of Science and Technology 3 9 1
Faculty of Social Sciences and Humanities 2 5 6
TOTAL 5% 13% 62% 20%

28 Using YouTube videos independently

makes language learning more difficult
Faculty of Economic and Management 8 4
Faculty of Engineering and Built 2 7 3 1
Environment
Faculty of Education 3 5 4
Faculty of Information Science and 3 4 6
Technology
Faculty of Islamic Studies 5 6 1
Faculty of Law 3 1 6 2
Faculty of Science and Technology 7 6
Faculty of Social Sciences and Humanities 2 9 1 1
TOTAL 13% 46% 36% 5%

29 Using YouTube videos independently

reduces my motivation to learn English
Faculty of Economic and Management 1 8 3
Faculty of Engineering and Built 8 5
Environment
Faculty of Education 3 7 2
Faculty of Information Science and 2 5 4 2
Technology
Faculty of Islamic Studies 8 3 1
 51

Faculty of Law 3 8 1
Faculty of Science and Technology 8 5
Faculty of Social Sciences and Humanities 1 8 3 1
TOTAL 10% 60% 26% 4%
Table 14: Motivation (Statements 23, 24, 28, 29)

Based on Table 14, most of the respondents agreed that they enjoyed
learning English independently through YouTube videos (Statement 23).
Furthermore, all of the respondents from both Faculty of Engineering and Built
Environment and Faculty of Education were in favour of this statement. However,
42% of the respondents from Faculty of Law opposed this statement, followed by
23% of the respondents from Faculty of Social Sciences and Humanities.
Meanwhile, in the next statement, 82% of the overall respondents claimed that
learning English language independently was made more interesting by the use of
YouTube videos. Moreover, all of the respondents from Faculty of Engineering and
Built Environment and Faculty of Education supported this statement. However,
more than half of the respondents from Faculty of Law, which consisted of 58%, did
not support this statement.

The result of Statement 28 showed a slight difference between the positive

and negative responses given by the respondents. As opposed to the statement, 59%
of the respondents believed that using YouTube videos made it easier for them in
independent English language learning, instead of harder. However, 41% of the
respondents agreed to the statement and claimed that YouTube videos made
independent English language learning more difficult. Most of the percentage came
from the respondents from Faculty of Law and Faculty of Islamic Studies, with the
result of 67% and 58% respectively. Based on the data from Statement 29 in the
Table 9, 70% of the respondents did not agree with the statement by stating that they
believed their motivation to learn English language independently was increased
with the help from YouTube videos. On the contrary, 30% of the respondents agreed
to the statement that their motivation to learn English language independently was
indeed reduced because of the use of YouTube videos.
 52

Statement Strongly Disagree Agree Strongly

Disagree Agree
33 I feel more comfortable in using YouTube
to learn English independently
Faculty of Economic and Management 1 9 2
Faculty of Engineering and Built 12 1
Environment
Faculty of Education 8 4
Faculty of Information Science and 1 1 8 3
Technology
Faculty of Islamic Studies 11 1
Faculty of Law 4 3 4 1
Faculty of Science and Technology 4 8 1
Faculty of Social Sciences and Humanities 3 9 1
TOTAL 5% 12% 69% 14%

34 Using YouTube videos in language

learning decreases my anxiety and tension
in language learning
Faculty of Economic and Management 1 11
Faculty of Engineering and Built 3 10
Environment
Faculty of Education 1 8 3
Faculty of Information Science and 1 9 3
Technology
Faculty of Islamic Studies 4 7 1
Faculty of Law 2 3 5 2
Faculty of Science and Technology 7 6
Faculty of Social Sciences and Humanities 1 4 7 1
TOTAL 4% 23% 63% 10%

36 I learn English faster and better by using

YouTube videos
Faculty of Economic and Management 4 6 2
Faculty of Engineering and Built 1 10 2
Environment
Faculty of Education 2 8 2
Faculty of Information Science and 1 3 6 3
Technology
Faculty of Islamic Studies 5 6 1
Faculty of Law 3 4 4 1
Faculty of Science and Technology 2 10 1
Faculty of Social Sciences and Humanities 4 7 2
TOTAL 4% 25% 57% 14%

37 YouTube videos capture and retain my

attention better
Faculty of Economic and Management 1 9 2
Faculty of Engineering and Built 12 1
Environment
Faculty of Education 1 9 2
Faculty of Information Science and 3 9 1
Technology
Faculty of Islamic Studies 11 1
Faculty of Law 3 1 7 1
Faculty of Science and Technology 1 12
Faculty of Social Sciences and Humanities 3 9 1
TOTAL 3% 10% 78% 9%
 53

39 I am interested in learning English

independently through YouTube
Faculty of Economic and Management 1 1 9 1
Faculty of Engineering and Built 2 9 2
Environment
Faculty of Education 10 2
Faculty of Information Science and 2 10 1
Technology
Faculty of Islamic Studies 1 10 1
Faculty of Law 5 2 3 2
Faculty of Science and Technology 3 10
Faculty of Social Sciences and Humanities 4 7 2
TOTAL 8% 13% 68% 11%

41 Using YouTube in independent language

learning increases my memory and
understanding
Faculty of Economic and Management 1 11
Faculty of Engineering and Built 13
Environment
Faculty of Education 1 10 1
Faculty of Information Science and 1 3 7 2
Technology
Faculty of Islamic Studies 2 9 1
Faculty of Law 4 4 2 2
Faculty of Science and Technology 5 8
Faculty of Social Sciences and Humanities 3 6 4
TOTAL 5% 19% 66% 10%
Table 15: Motivation (Statements 33, 34, 36, 37, 39, 41)

According to the data from Statement 33, it showed that 83% of the overall
respondents felt more comfortable using YouTube videos to learn English
independently. Furthermore, all of the respondents from Faculty of Engineering and
Built Environment and Faculty of Islamic Studies were in favour of this statement.
However, more than half of the respondents from Faculty of Law, which consisted
of 58%, claimed of feeling uncomfortable to use YouTube videos in English
language learning independently. Based on the data from Statement 34, 73% of the
overall respondents believed that their anxiety and tension in English language
learning was decreased with the help of YouTube videos. Moreover, all of the
respondents from Faculty of Information Science and Technology were in favour of
this statement. However, 58% of the respondents from Faculty of Law were against
this statement. In addition, data for the next statement (36) showed that 71% of the
overall respondents claimed that they learned English faster and better through
YouTube videos. Majority of the respondents from almost all faculties agreed to this
 54

statement. However, 58% of the respondents from Faculty of Law did not think that
YouTube videos helped them to learn English faster and better.

According to the result of Statement 37, 87% of the respondents stated that
YouTube videos captured and retained their attention in English language learning
better. All of the respondents from Faculty of Engineering and Built Environment
and Faculty of Islamic Studies were in favour of this statement, as well as majority
of the respondents from the rest of the faculties. Data from Statement 39
demonstrated that 79% of the respondents were interested in learning English
language independently by using YouTube videos. In addition, all of the
respondents from Faculty of Education were in favour of this statement. While 58%
of the respondents from Faculty of Law were not interested in using YouTube
videos in English language learning, followed by 31% of the respondents from
Faculty of Social Sciences and Humanities, 23% from Faculty of Science and
Technology, 17% from Faculty of Economic and Management, 15% each from
Faculty of Engineering and Built Environment and Faculty of Information Science
and Technology, and only 8% from Faculty of Islamic Studies. In the 41st statement,
76% of the overall respondents believed that YouTube videos increased their
memory and understanding in English language. Moreover, all of the respondents
from Faculty of Engineering and Built Environment were in favour of this
statement. However, more than half of the respondents from Faculty of Law, with
67%, were against the statement.
Statement Strongly Disagree Agree Strongly
Disagree Agree
42 I learn new vocabularies from YouTube
videos
Faculty of Economic and Management 1 9 2
Faculty of Engineering and Built Environment 4 7 2
Faculty of Education 1 6 5
Faculty of Information Science and 1 2 8 2
Technology
Faculty of Islamic Studies 2 9 1
Faculty of Law 2 1 5 4
Faculty of Science and Technology 4 9
Faculty of Social Sciences and Humanities 4 3 6
TOTAL 3% 19% 56% 22%

43 I learn correct pronunciation of English

words from YouTube videos
Faculty of Economic and Management 12
 55

Faculty of Engineering and Built Environment 1 10 2

Faculty of Education 3 3 6
Faculty of Information Science and 1 8 4
Technology
Faculty of Islamic Studies 2 9 1
Faculty of Law 2 3 4 3
Faculty of Science and Technology 2 11
Faculty of Social Sciences and Humanities 3 7 3
TOTAL 2% 15% 64% 19%

46 Watching YouTube videos helps improving

my listening skill
Faculty of Economic and Management 11 1
Faculty of Engineering and Built Environment 9 4
Faculty of Education 6 6
Faculty of Information Science and 9 4
Technology
Faculty of Islamic Studies 10 2
Faculty of Law 2 2 6 2
Faculty of Science and Technology 2 10 1
Faculty of Social Sciences and Humanities 3 5 5
TOTAL 2% 7% 66% 25%

47 Watching YouTube videos helps improving

my speaking skill
Faculty of Economic and Management 12
Faculty of Engineering and Built Environment 5 7 1
Faculty of Education 6 6
Faculty of Information Science and 1 2 9 1
Technology
Faculty of Islamic Studies 10 2
Faculty of Law 3 1 8
Faculty of Science and Technology 3 10
Faculty of Social Sciences and Humanities 3 7 3
TOTAL 4% 14% 69% 13%

48 Watching YouTube videos helps improving

my reading skill
Faculty of Economic and Management 2 9 1
Faculty of Engineering and Built Environment 3 10
Faculty of Education 2 8 2
Faculty of Information Science and 2 3 5 3
Technology
Faculty of Islamic Studies 8 3 1
Faculty of Law 5 1 4 2
Faculty of Science and Technology 1 3 9
Faculty of Social Sciences and Humanities 4 6 3
TOTAL 8% 26% 54% 12%

49 Watching YouTube videos helps improving

my writing skill
Faculty of Economic and Management 2 10
Faculty of Engineering and Built Environment 5 7 1
Faculty of Education 5 5 2
Faculty of Information Science and 2 3 7 1
Technology
 56

Faculty of Islamic Studies 8 3 1

Faculty of Law 3 2 5 2
Faculty of Science and Technology 1 3 9
Faculty of Social Sciences and Humanities 4 6 3
TOTAL 6% 32% 52% 10%
Table 16: Motivation (Statements 42, 43, 46, 47, 48, 49)

In the 43rd statement, 64% and 19% of the respondents agreed and strongly
agreed, respectively, that they learned correct pronunciation of English words from
YouTube videos, while 15% and 2% of them disagreed and strongly disagreed,
respectively, on the statement. All of the respondents from Faculty of Economic and
Management approved this statement. However, 42% of the respondents from
Faculty of Law were against this statement. Majority of the respondents, with the
highest percentage of 91%, believed that their listening skill was improved by
watching YouTube videos. This is followed by 82% of the respondents who
believed that their speaking skill was improved through YouTube videos. 66% of
the respondents claimed that watching YouTube videos helped in improving their
reading skill. The least percentage, with 62%, comes from those respondents who
believed that their writing skill was improved by watching YouTube videos.
Majority of the respondents from all of the faculties involved believed that YouTube
videos improved their listening and speaking skills. On the contrary, 34% and 38%
of the respondents did not believe that their reading and writing skills, respectively,
were improved through YouTube videos. Most of the percentage came from the
respondents from Faculty of Islamic Studies, with 72%.
 57

4.3.4 Learning Strategies

Statement Strongly Disagree Agree Strongly
Disagree Agree
44 When I watch a YouTube video, I listen
for important words that carry meaning
Faculty of Economic and Management 2 9 1
Faculty of Engineering and Built 1 11 1
Environment
Faculty of Education 1 2 4 5
Faculty of Information Science and 1 11 1
Technology
Faculty of Islamic Studies 1 10 1
Faculty of Law 4 6 2
Faculty of Science and Technology 2 10 1
Faculty of Social Sciences and Humanities 3 7 3
TOTAL 5% 18% 64% 13%

45 I watch the same videos on YouTube

more than once to gain better
understanding of the videos.
Faculty of Economic and Management 1 11
Faculty of Engineering and Built 1 9 3
Environment
Faculty of Education 7 5
Faculty of Information Science and 1 9 3
Technology
Faculty of Islamic Studies 2 8 2
Faculty of Law 5 4 2 1
Faculty of Science and Technology 3 9 1
Faculty of Social Sciences and Humanities 1 7 5
TOTAL 6% 12% 62% 20%

Table 17: Learning Strategies

Based on the data for the 44th statement, 77% of the respondents claimed that
they listened for important words which carry meaning when they were watching a
video on YouTube. Majority of the respondents from almost all faculties were in
favour of this, except for 83% of the respondents from Faculty of Law who were
against the statement. For the next statement in Table 17 (Number 45), 82% of the
respondents stated that they watched the same videos on YouTube for more than
once in order to gain better understanding of the videos. In addition, all of the
respondents from Faculty of Education were in favour of this statement. However,
75% of the respondents from Faculty of Law were not in favour of this statement.
 58

4.4 Summary

This chapter showed the data obtained from the analysis of the
questionnaires gathered from the respondents. The discussion of the data will be in
the next chapter, as well as the conclusions and recommendations of this research.
 59

CHAPTER 5

DISCUSSION, CONCLUSION, AND RECOMMENDATION

This chapter provides further discussion and interpretation of the data based on the
objectives of this study. This chapter is divided into a few sections, which are;
discussion on the results, conclusion which was made based on the findings,
implications of the study, and recommendations for future studies.

5.1 Discussion

USING YOUTUBE VIDEOS IN ENGLISH LANGUAGE LEARNING. Majority of the

respondents from all faculties stated that they learned English language mainly from
music videos on YouTube. However, this result does not support the findings of a
large-scale survey by Canning-Wilson (2000). The results from this survey revealed
that the students preferred to learn language through film and animation videos.

Based on the findings in Chapter 4, it was discovered that different faculty had
different tendency on types of YouTube videos that its students chose to learn English
independently. This happened due to the relationship between the content of the
videos with the specialization of area or field that the respondents were studying or
knowledgeable about. In other words, their choice of YouTube videos in learning
English could be influenced by their background of study. This was proven when the
data showed that students from Faculty of Law scored the highest percentage among
all faculties in using news and politics videos on YouTube, as well as non-profit and
activism videos, in learning English language. These videos are very much related to
what the students of Law learn about in their study. Similar data was achieved from
 60

the respondents from Faculty of Engineering and Built Environment, Faculty of

Information Science and Technology, and Faculty of Science and Technology, when
the respondents from these faculties scored the highest percentage in using science
and technology videos on YouTube in their independent English language learning.
This shows that the use of YouTube videos by the students were applied when the
videos were relevant with their background study, and for various learning purposes;
to improve vocabulary competence, to enhance listening, speaking, reading, writing,
and pronunciation skills, and to increase the knowledge on the language.

TECHNOLOGY ACCEPTANCE MODEL (TAM). Based on the findings in Chapter

4, there are three elements of TAM that can be discussed further, which are; Perceived
Usefulness (PU), Perceived Ease of Use (PEOU), and Attitude towards the use of
YouTube in English language learning. Respondents from seven faculties showed
high level of all three elements in TAM (PU, PEOU, and Attitude). However,
different result was implied by the respondents from Faculty of Law. The respondents
showed very low level of both PU and attitude towards the use of YouTube in English
language learning, but demonstrated a slightly higher level of PEOU. These revealed
that, to these respondents from Faculty of Law, YouTube was not useful in English
language learning, thus they showed negative attitude towards it. Therefore, it was
believed that students from Faculty of Law were not in favour of using YouTube
videos as one of the mediums in learning English, while most of the respondents from
the rest of the faculties had a good attitude towards it. This data supports the results of
a study conducted by Kelsen in 2009. In his study, the data indicated that the students
had positive attitude towards the use of YouTube videos in English language learning.
The students rated the use of YouTube in English language learning as ‘interesting,
relevant, and beneficial’ (Kelsen 2009).

Moreover, the results also concluded that most of the respondents perceived
enhancement in listening and speaking skills, as well as pronunciation, in
technological environment language learning, through YouTube videos. Similar data
was obtained in a study in 2011 by Watkins and Wilkins. They discovered in their
study that YouTube enhanced listening and pronunciation skills, besides promoting
authentic vocabulary development. Another study which supports this finding
 61

happened in 2011 where the results indicated that the students’ vocabulary
competence was improved significantly, compared to those in the control group that
used traditional teaching approach. However, this finding does not support a study in
2002 which was conducted by Stepp-Greany. The results of the study indicated that
students were able to improve their listening and reading skills by learning the
language through YouTube videos.

Moreover, in terms of PEOU, majority of the respondents from each faculty

provided positive responses which suggested that they had a high level of belief that
using YouTube videos for English language learning was easy and did not require too
much effort. This suggested that most of the respondents from each faculty had easy
access to YouTube website. Therefore, they did not have many problems in using
YouTube as one of the mediums in independent English language learning. Feedbacks
from the respondents implied that majority of the students in UKM believed that
YouTube videos were a useful medium to enhance their English language learning.

LEARNER AUTONOMY. Learner autonomy encompasses confidence, motivation,

choice and control over learning process, independent work in the learning process,
learning strategies, and benefits. According to the results, majority of the respondents
from almost all faculties were confident with the use of YouTube videos in
independent English language learning. High level of confidence from these faculties
indicated that they were able to use the language outside the classroom. Hence, this
showed that they had high level of motivation in English language learning.
Therefore, this indicated that the use of YouTube videos enhanced their autonomous
learning in English language. However, the results from the respondents from Faculty
of Law demonstrated that they did not have the confidence in using YouTube videos
to learn English language independently. This occurred because they did not perceive
YouTube as a useful medium in learning English independently, as reported in the
earlier part of this chapter, in TAM section. Therefore, this affected their confidence
and attitude towards the use of YouTube in independent English language learning.
Unlike the respondents from the other faculties, low confidence level from the
respondents from Faculty of Law implied that they did not use English language
outside the classroom. This affected their motivation in independent English language
 62

learning. This showed that the use of YouTube videos did not enhance autonomous
English language learning of the respondents from Faculty of Law.

Furthermore, based on the results, majority of the respondents from all

faculties were motivated to use YouTube videos to learn English language
independently. However, the results from the respondents from Faculty of Law
demonstrated that they had the least motivation in using YouTube videos in
independent English language learning. This data supports the finding of a study in
2010 which was conducted by Alimemaj. The results implied that the Internet and
YouTube were great potential resources in English language learning. Moreover, the
respondents of her study also had positive ideas in using YouTube for their own
language learning. The findings of this study also support the results of a study by
Balcikanli (2011) which concluded that the students took advantage of YouTube in
enhancing their language proficiency and out-of-class experience, in terms of
independence skills and cultural competence.

In addition, the overall data showed that the respondents from most of the
faculties had freedom in choosing and controlling their English language learning on
YouTube, except for those from Faculty of Law. High level of freedom in choosing
and controlling their independent English language learning through the use of
YouTube videos strongly suggested that they were very motivated in learning English
on their own. This showed that their autonomous learning was enhanced through
YouTube videos. Meanwhile, majority of the respondents in this study also gave
responses which implied that they applied strategies in English language learning
through YouTube videos. This showed that they were confident in using YouTube
videos in English language learning which gave them the power in applying learning
strategies that they preferred. However, respondents from Faculty of Law showed
very little percentage in this. This was affected by their low level of confidence in
using YouTube videos in English language learning. Hence, their utilization of
strategies in learning English through YouTube videos was very low.
 63

5.2 Conclusions

This study was carried out in order to find out perception of the students from
different faculties in UKM in using YouTube videos to learn English independently.
In addition, this study was also conducted to investigate the use of YouTube videos in
developing autonomous learning of the students from different faculties in English
language learning.

Based on the results obtained from the respondents, there are a few
conclusions to be drawn for this study. Majority of the students from each faculty used
YouTube as one of the mediums in English language learning, except for those from
Faculty of Law, based on their responses on the questionnaire. Furthermore, most of
the students in UKM were capable of learning English language independently and
had the freedom in choosing and controlling their own learning. It was also concluded
that majority of the students in UKM learned English language independently through
music and education videos on YouTube. However, respondents from certain faculties
used certain type of YouTube videos in their independent English language learning
which were in relation to their specialization or study field. In other words, it can be
concluded that UKM students accepted and perceived YouTube as a source of English
language learning. It was also concluded that UKM students were capable of learning
English independently through YouTube videos. This also means that the use of
YouTube videos in language learning developed their autonomous learning. Based on
the conclusions, it was discovered that this study had answered the objectives stated
earlier.

5.3 Implications

The results of this study provide an idea for the educators and lecturers in
developing teaching and learning resources to the students. For an instance, the results
of this data suggest that students perceived music videos and education videos on
YouTube to be useful for them in independent English language learning. Therefore,
educators and lecturers can use a combination of education and music videos in
language teaching and learning. This teaching approach can help in retaining students’
 64

attention faster and better. This study also provides awareness to the students on the
use of YouTube videos in language learning. In addition, the students in this study
perceived YouTube as a useful medium in language learning. When used correctly,
YouTube videos can be an effective source in independent language learning in
enhancing language skills. Moreover, YouTube offers various resources for language
learning. Furthermore, by using YouTube videos, learners and teachers are able to
broaden the exposure to the language in other aspects, which are not taught or learned
extensively in the classroom, such as pronunciation and vocabulary. This will help the
learners to become more autonomous in language learning. The learners are able to
choose the materials or resources on YouTube when they are learning the language on
their own. This enables them to control their learning, thus greatly affects their
motivation to learn more.

5.4 Recommendations

Anyarge and Anyarge (2009) stated that videos are the most useful tools in
cognitive processing and memory. Moreover, they also mentioned that students can
remember 80% of the video content after an hour watching it, compared to the content
of a lecture where they can only recall 25% of it. Therefore, it is recommended that
teachers and lecturers use YouTube videos as teaching materials in ESL classroom, in
order to add variety to the learning environment and to attract the learners’ attention.
Furthermore, the use of YouTube videos may also inspire and engage the learners to
learn English language independently outside the classroom. Meanwhile, it is also
recommended that learners of ESL to use YouTube videos as one of the tools in
independent English language learning. ESL learners need to be aware of the
educational aspect of YouTube videos, besides entertainment. If used for the right
purposes, YouTube videos can be very effective in English language learning
(Balcikanli 2011).

Future studies could employ qualitative method since this study employed
quantitative method. Furthermore, it is also suggested that further studies look into
how the students use YouTube videos in English language learning. It is also strongly
recommended that further studies look at other variables in carrying out the research.
 65

Further study can be done by focusing on the students from Faculty of Law in order to
find out the reasons most of them did not use YouTube videos in learning English
independently. It is also recommended that future researches can draw relationships
between the types of videos on YouTube the respondents use for English language
learning with the adequacy or inadequacy of the information in the YouTube videos
with their learning purposes in particular fields.

5.5 Summary

As a conclusion, Chapter 5 pointed out the discussion and conclusions which

were made based on the data from Chapter 4. This chapter also stated some
recommendations for ESL teachers and learners, as well as for future studies related to
this title.
 66

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APPENDIX

APPENDIX A

Students’ Perception on Using YouTube Videos

in Developing Learner Autonomy

QUESTIONNAIRE

Please (√) your answers or provide your answers in the blanks.

Section A

1- Age 3- Race

18 – 20 ( ) Malay ( )
21 – 23 ( ) Chinese ( )
24 and above ( ) Indian ( )
Other (please state): _______________
2- Gender
Male ( )
Female ( )

4- Faculty

FEP ( ) FPI ( )
FKAB ( ) FUU ( )
FPend ( ) FST ( )
FTSM ( ) FSSK ( )

5- Program

____________________________________________________________

6- Year of study

First year ( )
Second year ( )
Third year ( )
Fourth year ( )
Other (please state): _______________
 72

7- MUET band

1 ( ) 4 ( )
2 ( ) 5 ( )
3 ( ) 6 ( )

To respond to the following statements, check the boxes to indicate your answers.

Section B

Statement Strongly Disagree Agree Strongly

Disagree Agree
8 Using YouTube videos in my
own learning time gives me
greater control over my studies
9 Using YouTube videos in my
own learning time improves my
learning productivity
10 Using YouTube videos in my
own learning time enhances the
effectiveness of my study
activities
11 Using YouTube videos in my
own learning time improves the
quality of assignments I do
12 Using YouTube videos in my
own learning time enables me to
accomplish study tasks more
quickly
13 Using YouTube videos makes it
easier to study/ learn English in
my own learning time
14 Using YouTube in independent
English language learning is
easy
15 Becoming skilful at using
YouTube in English language
learning is easy
16 Getting information using
YouTube videos is easy
17 YouTube provides an attractive
learning environment
18 I like using YouTube in English
language learning
 73

19- I use this/ these video(s) on YouTube in my own English language learning:

(√) (√)
1 Automobile and Vehicles 10 Non-profit and Activism
2 Advertisements 11 People and Vlogs
3 Comedy 12 Pets and Animals
4 Education 13 Science and Technology
5 Film and Animation 14 Sports
6 Gaming 15 Travel and Events
7 How to and Style
8 Music
9 News and Politics

Section C

Statement Strongly Disagree Agree Strongly

Disagree Agree
20 I have easy access to
YouTube website
21 I am confident in using
YouTube to learn English
22 Using YouTube enables me
to control my own learning
23 I enjoy learning English
independently through
YouTube videos
24 Using YouTube videos in my
own time makes English
language learning more
interesting
25 Using YouTube videos is
another way for me to learn
English language
26 Using YouTube videos
independently enhances my
confidence to learn English
27 Using YouTube videos
independently enhances my
confidence to practice
English
28 Using YouTube videos
independently makes
 74

language learning more

difficult
29 Using YouTube videos
independently reduces my
motivation to learn English
30 Using YouTube videos
independently takes up too
much time in language
learning
31 YouTube exposes me with
variety of videos in English
32 It is easy for me to find
materials in English language
learning on YouTube
33 I feel more comfortable in
using YouTube to learn
English independently
34 Using YouTube videos in
language learning decreases
my anxiety and tension in
language learning
35 I am able to watch videos on
YouTube as many times as I
want
36 I learn English faster and
better by using YouTube
videos
37 YouTube videos capture and
retain my attention better
38 I enjoy choosing materials on
YouTube in learning English
39 I am interested in learning
English independently
through YouTube
40 Using YouTube in
independent language
learning gives me control on
how long to spend on each
video
41 Using YouTube in
independent language
learning increases my
memory and understanding
42 I learn new vocabularies from
YouTube videos
43 I learn correct pronunciation
of English words from
YouTube videos
 75

44 When I watch a YouTube

video, I listen for important
words that carry meaning
45 I watch the same videos on
YouTube more than once to
gain better understanding of
the videos.
46 Watching YouTube videos
helps improving my listening
skill
47 Watching YouTube videos
helps improving my speaking
skill
48 Watching YouTube videos
helps improving my reading
skill
49 Watching YouTube videos
helps improving my writing
skill

~ Thank You ~