Malaysian University Students’ Perceptions of the Influence of Youtube Videos on English Language Proficiency

  • Nur Arina Rosli Academy of Language Studies Universiti Teknologi Mara
  • Nor Eleyana Abdullah Universiti Teknologi Mara


Through various online resources, the internet has enabled students to take advantage of technological developments to enhance their English language proficiency by using social media platforms such as YouTube (Web 2.0 new media). This study investigated the Malaysian university students’ perceptions of the influence of YouTube videos on English language proficiency. The theoretical framework for this study is adopted from the Technological Pedagogical Content Knowledge (TPACK) by Mishra and Koehler (2006) as it can be utilised as a foundation for analysis Web 2.0 based learning design. Next, a semi-structured interview (SSI) comprising 10 open-ended questions adapted from a previous study by Gracella and Nur (2020) was administered to five (5) students from different faculties of Universiti Teknologi Mara (UiTM) Shah Alam. After that, the data were analysed using the analytical framework adapted from Husain et al. (2012). The findings revealed based on the applicability of Youtube videos in teaching and learning, four (4) themes were identified: technological  qualities, contents, learners’ attitude and readiness and learners’ engagement. Moreover, the results indicated that the respondents have a strong inclination towards the influence of YouTube in their language learning as it enhances their English language proficiency. It is hoped that this study contributes more insights into technology-assisted learning, specifically on the influence of using YouTube videos in enhancing English language proficiency among university students, language instructors and similar studies in the future.


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How to Cite
ROSLI, Nur Arina; ABDULLAH, Nor Eleyana. Malaysian University Students’ Perceptions of the Influence of Youtube Videos on English Language Proficiency. Journal of Creative Practices in Language Learning and Teaching (CPLT), [S.l.], v. 10, n. 2, p. 90-102, nov. 2022. ISSN 1823-464X. Available at: <>. Date accessed: 28 feb. 2024. doi:

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