PROMOTING SELF-REGULATED LEARNING USING YOUTUBE: A SYSTEMATIC REVIEW
Keywords:
Self-Regulated Learning, listening skill, Youtube, autonomous learning, independent learningAbstract
This article delves into the role of YouTube in education, with a particular focus on its potential to enrich self-directed learning, especially in the realm of listening skills. A thorough examination of 30 scholarly journals was carried out to evaluate the endorsement of YouTube as a tool for enhancing self-directed learning. Data analysis encompassed the creation of a matrix to discern the impact, types, and purposes of YouTube in educational settings. The findings underscore YouTube as a highly valuable resource for fostering self-directed learning, owing to its adaptability and ease of access. Trends were identified across publication years, research methodologies, participant demographics, study objectives, and YouTube's role in promoting self-regulated learning. Nevertheless, this study also sheds light on the limitations in the application of YouTube in specific educational contexts, influenced by subject matter and varying educational levels. In summary, YouTube exhibits substantial promise in education, but its effectiveness hinges on thoughtful implementation strategies tailored to address the unique needs of both students and teachers.
References
AlFaris, E., Irfan, F., Ponnamperuma, G., Jamal, A., Van der Vleuten, C., Al Maflehi, N., Al- Qeas, S., Alenezi, A., Alrowaished, M., Alsalman, R., & Ahmed, A. M. A. (2018). The pattern of social media use and its association with academic performance among medical students. Medical Teacher, 40(sup1), S77–S82. https://doi.org/10.1080/0142159X.2018.1465536
Al-Jarf, R. (2022). Journal of English Language Teaching and Applied Linguistics YouTube Videos as a Resource for Self-Regulated Pronunciation Practice in EFL Distance Learning Environments. Journal of English Language Teaching and Applied Linguistics, 2012, 44–52. https://doi.org/10.32996/jeltal
Andini, I. A., & Burhanuddin, A. (2022). Indonesian and Thai EFL Learners’ Extensive Listening through Podcasts: A Self-Directed English Learning. Language Circle: Journal of Language and Literature, 16(2), 332–347. https://doi.org/10.15294/lc.v16i2.35719
Anggeraini, Y. (2020). Language Teaching in the Digital Age: Teachers` Views and Its Challenges. Research and Innovation in Language Learning, 3(3), 163. https://doi.org/10.33603/rill.v3i3.3444
Ariantini, K. P., Suwastini, N. K. A., Adnyani, N. L. P. S., Dantes, G. R., & Jayantini, I. G. A. S. R. (2021). Integrating Social Media into English Language Learning: How and to What Benefits According to Recent Studies. NOBEL: Journal of Literature and Language Teaching, 12(1), 91–111. https://doi.org/10.15642/nobel.2021.12.1.91-111
Breslyn, W., & Green, A. E. (2022). Learning science with YouTube videos and the impacts of Covid-19. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00051-4
Chang, C., & Chang, C. (2014). Developing students’ listening metacognitive strategies using online videotext self-dictation-generation learning activity. 22(1), 3–19.
Fakhruddin, Z., Usman, U., Rahmawati, R., & Sulvinajayanti, S. (2020). Designing English Listening Materials through YouTube Video Editing: Training for English Teachers of Islamic Junior High Schools, Parepare, South Sulawesi. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(2), 275. https://doi.org/10.21093/ijeltal.v4i2.475
Graciela, J., & Rahman Nur, D. (2020). Students’ Perception of English Learning through YouTube Application. Borneo Educational Journal (Borju), 2(1), 20–35. https://doi.org/10.24903/bej.v2i1.623
Harahab Putri, H. F., Wijayanto, A., & Supriyadi, S. (2019). Strengths and Weaknesses of Self- Regulated Learning through YouTube: Indonesian EFL Students’ Perceptions. ELS Journal on Interdisciplinary Studies in Humanities, 3(4), 531–542. https://doi.org/10.34050/elsjish.v3i4.11749
Hardiyanto, A., Tanjung, M., & Suharjono, S. (2021). Listening Comprehension Difficulties; a Case Study of Efl Students in Listening Class. ETERNAL (English, Teaching, Learning, and Research Journal), 7(1), 168. https://doi.org/10.24252/eternal.v71.2021.a12
Hidayati, A., Hadijah, S., Masyhur, G., & Nurhaedin, E. (2022). Unveiling an Indonesian EFL Student’s Self-Directed Listening Learning: A Narrative Inquiry. https://doi.org/10.4108/eai.9-10-2021.2319469
Kadwa, M. S., & Alshenqeeti, H. (2020). International Journal of Linguistics, Literature and Translation (IJLLT) The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program. International Journal of Linguistics, Literature and Translation (IJLLT), 3(11), 55–67. https://doi.org/10.32996/ijllt
Karacan, C. G., Yildiz, M., & Atay, D. (2022). The Relationship between Self-Regulated Learning and EFL Achievement in Synchronous Online Language Education. Mextesol Journal, 46(3), 0–2.
Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021). A Systematic Literature Review on the Effectiveness of Distance Learning: Problems, Opportunities, Challenges, and Predictions. International Journal of Education, 14(1), 62–69. https://doi.org/10.17509/ije.v14i1.29191
Lai, C. (2019). Learning beliefs and autonomous language learning with technology beyond the classroom. Language Awareness, 28(4), 291–309. https://doi.org/10.1080/09658416.2019.1675679
Lee, M., Lee, S. Y., Kim, J. E., & Lee, H. J. (2023). Domain-specific self-regulated learning interventions for elementary school students. Learning and Instruction, 88(June), 101810. https://doi.org/10.1016/j.learninstruc.2023.101810
Manihuruk, L. M. E., & Nababan, I. A. (2022). The Implementation Usage of YouTube Media on Listening Ability of English Students During the Covid-19 Pandemic. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2699–2707. https://doi.org/10.11594/ijmaber.03.12.22
Mardiana, H. (2016). Social Media and Implication for Education: Case Study in Faculty of Technology and Science Universitas Buddhi Dharma, TanMardiana, H., Technology, F., & Dharma, U. B. (2016). SOCIAL MEDIA AND IMPLICATION FOR EDUCATION: CASESTUDY IN FACULTY OF TECHNOLOGY. Online Submission, 1(1), 1–12.
Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student perceptions towards the use of YouTube as an educational tool for learning and tutorials. International Journal of Instruction, 13(2), 119–138. https://doi.org/10.29333/iji.2020.1329a
Nur, S., & Butarbutar, R. (2022). A Narrative Inquiry of Students’ Self-Directed Learning in EFL Speaking Class through YouTube. Celebes Journal of Language Studies, 2(2), 193– 206. https://doi.org/10.51629/cjls.v2i2.108
Oates, S. (2019). The Importance of Autonomous, Self-Regulated Learning in Primary Initial Teacher Training. Frontiers in Education, 4(September). https://doi.org/10.3389/feduc.2019.00102
Rajendran, R., & Din, R. (2021). YouTube As a Resourceful Tool to Enhance Learner Autonomy in English Language Learning Among University Students. Journal of Personalized Learning, 4(1), 94–100.
Recard, M., Sembel, S., & Hasibuan, S. (2019). Utilizing YouTube to Develop Nursing Students’ Autonomous Learning and Listening Comprehension: An Experimental Study. Nursing Current Jurnal Keperawatan, 7(2), 1. https://doi.org/10.19166/nc.v7i2.2278
Retnaningsih, W., Milaningrum, E., Nugroho, A., & Putra, H. R. (2022). English Self- Regulated Language Learning on YouTube: Students’ Purpose, Perception, and Action. Jurnal Pendidikan Progresif, 12(3), 1232–1243. https://doi.org/10.23960/jpp.v12.i3.202218.
Sulaiman, E., Aprianti, I., Siahaan, D. G., Eni, G. D., Timor, U., Nusa, U., Maumere, N., & Id, E. A. (2022). A Correlation Study Between Frequency of Viewing YouTube and Students’ Listening Comprehension. 8(2), 14.
Supendra, D., & Amilia, W. (2020). The Use of YouTube to Increase the Students’ Autonomous Learning in the Online Learning Situation. Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020), 563 (Psshers 2020), 143–146. https://doi.org/10.2991/assehr.k.210618.029.
Wang, H. Chun, & Chen, C. W. Yu. (2019). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333–346.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2024 Muhammad Saddam Husein Aljabari, Dwiniasih, Roghibatul Luthfiyyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
