Indonesian Journal of Education (INJOE) e-ISSN: 2810-059X

Vol. 4 No. 2, August 2024, pages: 365~381

THE USE OF VIDEOS AND ITS EFFECTIVENESS IN ELT: A SYSTEMATIC REVIEW

Alfi Fithrotul ’Aini

UIN Sultan Maulana Hasanudin Banten Serang, Indonesia
Corresponding author email: [email protected]

Annisa Navira
UIN Sultan Maulana Hasanudin Banten Serang, Indonesia
[email protected]

Nita Noviyanti Rahayu

UIN Sultan Maulana Hasanudin Banten Serang, Indonesia
[email protected]

Siti Indah
UIN Sultan Maulana Hasanudin Banten Serang, Indonesia
[email protected]

Naf’an Torihoran
UIN Sultan Maulana Hasanudin Banten Serang, Indonesia
[email protected]

Keywords Abstract

Technology now controls almost all aspects of life, including ELT.

ELT, EFL, Video, One of them is the use of videos in learning, which has many
Effectiveness, benefits and obstacles. This article aims to determine the
Factors. effectiveness of using video in ELT learning to improve students'
abilities in listening, reading, writing, and speaking skills, as well
as find out what obstacles occur during ELT learning using video
technology. Qualitative analysis was used in this study, and
systematic observation and meta-analysis (PRISMA) was the
search strategy. Relevant data collection came from 3 databases,
namely Google Scholar, ERIC, and Mendeley with several
inclusion and exclusion criteria, resulting in 18 articles being
studied. The research results show that using videos in ELT
learning provides a positive perception because it can improve
basic English language skills and increase self-confidence and
365
 motivation to learn. Apart from its effectiveness, there are also
several inhibiting factors such as unstable internet, some
students feeling uncomfortable, and audio problems when
playing videos during learning.

INTRODUCTION
The industry 4.0 revolution has changed a lot of things, one of them in the field of
technology, where technological progress is so rapid that it plunders all aspects of life
without exception the aspect of education. In the field of English Teaching (ELT), becoming
one of the aspects affected by technological advances has led to a shift towards the use of
multimedia tools. The use of social media and versatile gadgets incorporates several points
of interest and impediments, with most preferences felt in terms of getting course
materials, video clips, and the transmission of handwritten notes. In common, understudies
believe that social media and versatile gadgets are the most cost-effective and helpful ways
to get important data (Rivera-Lozada et al., 2022) Of the many technologies that can be
used in learning, this article will focus on the use of video in learning English and the
effectiveness resulting in its interpretation during ELT learning.
Poquet said that learning has long been supported and enhanced by previous forms
of video, such as movies and television (Poquet et al., 2018). Nowadays, however, the use of
video in language classes is becoming increasingly common due to its ability to engage
students and provide authentic language input. The digital learning environment is widely
used, making it easy to integrate various video sources into the curriculum of courses and
programs. Several types of video technology can be used for learning media, such as blogs
or online platforms – Wiki, YouTube, and Facebook (Miskam, 2020).
This article uses a method of systematic review, which is carried out by selecting a
variety of related journals using explicit and systemic procedures to find, evaluate, and
select related research, as well as collecting data from research that falls within previously
established criteria (Miskam, 2020). The authors can indicate that they are conducting
thorough research using systematic surveys, which enable the identification of research
gaps and suggest future directions. There has been a lot of research on the use of video
technology to improve public speaking, writing, and reading skills; however, so far there
have been only a few systematic reviews of such studies. Therefore, the study aims to
bridge the knowledge gap by characterizing and defining the impact of the use of video
technology on students' written and oral communication skills, as well as the challenge of
oral reading when using video technology.
Videos are seen as an efficient way to teach languages and other subjects and can
help students learn more effectively. Videos also offer available and relevant learning
resources to improve student performance in the classroom. Besides, in this digital age,
teaching children through the use of technology like video is crucial. Students generally
enjoy using video, especially when they learn English through speaking, writing, and
366
reading out loud. The most popular videos are related to English-language movies, music,
and vlogs.
Our study investigated the impact of wider video use on a range of English language
skills, from listening to writing, vocabulary, and reading, in high school students.
Specifically, the research was to understand “the effectiveness of the use of video on
students’ skills of both listening, writing, vocabulary, and reading.” Although the research
(Sánchez-Auñón et al., 2023) explores the integration of movies into English teaching, our
focus remains on using video methods for learning English, concentrating on basic language
skills. The study (Galuh Samudra et al., 2022) emphasizes the use of YouTube explicitly to
improve a person's ability to speak English, thus developing back in our research, which not
only focuses on native speaking skills but also includes some of the basic English language
skills that have been mentioned earlier.
This research also identifies the use of systematic surveys by the PRISMA Statement
(Optional Reporting Guidelines for Systematic Survey and Meta-Analysis). Our study
presents an early synthesis of empirical findings collected through systematical peer-
review research surveys on searches on systemic database surveys through Google Scholar,
ERIC, and Mendeley. The results of this article will produce the influence of the use of video
as a learning medium and related pedagogical conditions on learning measured through
learning paths, measurement of learning income, performance, and psychological
constructions related to learning, such as cognitive burden. There is a clear link between
improved speaking, writing, listening, and reading skills and the use of video media in
learning.
Learning media is the material, tools, or techniques used in teaching learning
activities to ensure that the process of educational communication interaction between
teachers and students can take place scientifically, interactively, effectively, and efficiently.
In addition, (Khasawneh, 2023) mentions that educational media also greatly helps the
dissemination of science as it can help bridge the gap between teachers and students.
Furthermore, a study found that students who use other learning media such as Facebook
often develop a more positive attitude toward cultural knowledge and become culturally
competent as it is trendy, practical, and beneficial offering a suitable and convenient online
learning space (Tarihoran, 2020).
Learning media in our day aids learning activities, one of which is using videos as the
learning medium. Videos are designed with images, audio, and animations that are tailored
to achievement indicators. (Pimenta, 2021; Susanti et al., 2022). With the presence of video
narrative as a medium in the learning process, the learning process will be more interesting
and increase student learning motivation. This method attracts students’ attention so that
the student can focus on the material the teacher gives. In addition, video media enhances
abilities not only in the cognitive spheres (brain mental activity) but also in affective

367
(attitude), and psychomotor (skills/skills), as well as enhance interpersonal skills (Fahri,
2017).
Indonesia is one of the countries that teach English in educational institutions
because in the context of Teaching English or ELT English teaching and learning is done in
an environment where English is not the primary language. This is usually the case in
countries where English isn't much used in everyday communication but is taught as a
subject in schools or language institutions. ELTs not only learn English but also learn its
culture. English learning in classrooms often uses fun methods with the help of increasingly
advanced technology such as video applications, thus making it easier for students to learn
the material.
The book entitled The Routledge Handbook of Language Learning and Technology
Edited by (Farr & Murray, 2016) states that the use of video first appeared in the 1980s,
today, video use in learning still exists despite having undergone a lot of huge changes. In
this modern era, video technology is becoming increasingly popular in the field of education
(Kieran & Xerri, 2017).
The use of video in language teaching opens new possibilities for educators to
support interactive language learning environments and accommodate different learning
styles. To clarify the impact of multimedia resources on student learning outcomes, a
comprehensive analysis of the effectiveness of video use in ELT practice is required. In
addition to the effectiveness of the use of video in learning, there are some obstacles,
therefore, this article will discuss some related points: [1] How can video be used in the
context of teaching and learning English? [2] What indicates the effectiveness of video in
learning English? [3] What are the challenges of implementing video in English teaching?

METHODS
A qualitative method was employed by the researchers with The Preferred
Reporting Items for Systematic Review and Meta-Analysis (PRISMA) adopted as the search
strategies used in this study (Haddaway et al., 2022). The search keywords included by the
researchers such as, “ELT” AND/OR “EFL” AND “Videos”. The articles compiled in this
research were collected from three journal databases, i.e. Google Scholar, ERIC, and
Mendeley. This study used several inclusion and exclusion criteria.
The research review examines recent empirical studies using the following inclusion
criteria: First, articles that are listed in Google Scholar, ERIC, and Mendeley. Second,
publications are written within the last seven years, i.e. 2018-2024. Third, articles involving
EFL students at primary school, junior high school, senior high school, and undergraduate
college students. Fourth, articles that are written in English and Bahasa Indonesia. Fifth,
original research publications are provided in full text. Sixth, the study involves
investigating the use of videos relating to several aspects of English skills i.e. Speaking,
Listening, Writing, Reading, and Vocabulary acquisition. Meanwhile, the exclusion criteria

368
are as follows: First, studies involving employees. Second, studies with postgraduate
students. Third, research that does not address the effectiveness of videos in EFL class.
Fourth, papers that contain systematic reviews or meta-analyses.
Based on the results from all online research platforms, 19,234 publications were
identified through the three databases. Upon eliminating unqualified titles, abstracts, and
duplicates, the authors narrowed down the collection of studies to 64 articles that are
acceptable for further investigation eventually resulting in 18 full-text papers that were
selected for synthesis based on the qualification criteria.

Google Scholar: ERIC: Mendeley:

(n= 16,700) (n = 2,458) (n = 76)
Identification

Records removed Records identified Duplicates removed:

after title screening: from databases: (n = 22)
(n = 19, 148) (n = 19,234)
Screening

Records retained for Records excluded after

abstract screening: abstract screening:
(n = 64) (n = 10)

Records included for Records excluded:

Eligibility

full-text screening: (n = 36). The reason for

(n = 54) not meeting the
inclusion criteria: The
samples do not involve
EFL students at primary
Studies included in school, junior high
synthesis: (n = 18) school, senior high
Included

school, and
undergraduate students.
The samples do not
relate to various aspects
of English skills.

Figure 1. PRISMA Flow Diagram Process

RESULTS AND DISCUSSIONS

Eighteen scholarly articles are pertinent to the study topic. Students in elementary
school, junior high school, and undergraduate college are among the participants in this
study. The research participants are from several nations, including Saudi Arabia, Canada,
Jordan, Malaysia, Pakistan, Indonesia, China, Kazakhstan, Spain, and The United States. A

369
total of 1,730 students and 28 teachers participated in these 18 studies. Students from a
wide range of academic subjects including engineering, language education, social sciences,
sports, and numerous more undefined fields, participated in the study.
Overview Across Countries
The development of technology has made it simple to access resources for teaching
and studying languages. To reach the intended outcome, attention should be used in the
selection and design of the teaching and assessment materials. Videos include both auditory
and multimodal input in the form of visuals (images, captions, context, etc.), which helps
improve learners’ understanding. It is thought that multimodal stimuli improve
comprehension and working memory. It is therefore strongly advised to employ
multimodal presentation while teaching EFL listening comprehension. Additionally, it may
be used to educate and acquire speaking, writing, and other language abilities (Karjo et al.,
2022). Social media and technology use in the classroom dissolve barriers and create an
atmosphere that is fruitful for learning for people all over the world. Using the TikTok and
YouTube apps, a video may also be utilized to foster real-world networking among parents,
teachers, and kids as well as online speaking activities (Anumanthan & Hashim, 2022).
Students in the modern period can rightfully be revered as digital natives or the next
generation because of the exponential rise in the use of technology in their daily lives
(Prensky, 2001). Using contemporary technologies to educate kids is necessary. One of the
most useful teaching tools is YouTube technology. Significant findings from an expanding
corpus of the research support the use of YouTube videos in the classroom. Videos are an
excellent teaching tool, especially for introductory courses since they help explain complex
ideas and grab the interest of both struggling and visually impaired students. YouTube is a
multifaceted resource that provides easily accessible videos across all subject areas.
Furthermore, YouTube videos are brief, which fits well with the constrained time in the
classroom. Research has also looked at how YouTube affects self-directed learning (Hafner
& Miller, 2011). Additionally, researchers discovered that using YouTube can enhance
students' engagement with the material and their learning techniques (Callow & Zammit,
2012). The verbal and visual components offered by the internet video clips cater to the
unique learning methods of the Net Generation of learners and fit their quirks.

Table 1. Summary and characteristics of the final studies selected

No Authors Mean Variable/ Findings
. (Country) Characteristic Study Design/
Measure
1. Akbota 182 male and Digital Learning, YouTube can improve their
Toluezhan, 106 female Oral Skills, ability to speak English,
Galiya students /Mixed-methods confidence, and motivation
Sarzhanova between 12 Study/Questioner
(2023) and 13 years
370
 (Kazakhstan) old.
2. Ryan 21 educators Video Annotations, Video is often used in
Gillespie, Julie from two Debrief flipped setting classrooms
M. Amador, cohorts of Conversations in for all levels of education
Jeffery students in Coaching Cycles/ and all subjects, but the use
Choppin grades 5-8 Qualitative of video is not unusable here
(2021) took part in Research/recording, because of the impact of
(United the discussing, and training in all subjects that
States) experiment writing the transcript teachers receive.
3. Rosa Núñez- 633 students Motivations, Habits Video games are a source of
Pacheco, at a public of Consumption fun, escape, and socio-
Elizabeth university in Video games, emotional stimulation for
Vidal, Osbaldo Peru engineering students.
Turpo-Gebera, students/ Qualitative
Eveling Methods/ device,
Castro- scale
Gutierrez,
Aymé
Barreda-
Parra, Ignacio
Aguaded
(2022) (Peru,
Spain)
4. Minalla, Amir. 20 randomly EFL Learners’, -Effectiveness for teaching
A. (2024) selected of Vocabulary Learning, vocabulary
(Saudi Arabia) first-grade Animated Videos/ Because it is Enjoyment,
Sundanese Experimental/ Oral Motivation, and Positive
Students achievement tests, attitude in classroom
Test-and-retest interaction.
technique

No. Author Mean Variable/ Finding

(country) characteristic Study Design/
Measure
5. Qomariyah., et 90 students YouTube Video, -YouTube improves
al., (2021) in the first Listening listening comprehension for
(indonesia) semester of Comprehension/ first-semester English
English Experimental/ learners.
language Listening test, SPSS -Reason for Improvement:
Education at Multimedia learning, and
Universitas Self-paced learning
Pendidikan
Mandalika
371
6. Rahmawati., 2 teachers of-
-Teachers’ Learning -Teacher-created videos
et al., (2023) MTs Negeri 6 video, Blended enhance blended learning.
(Indonesia) Cianjur, and Learning Class/ - Benefits of Teacher Videos:
30 students Mixed-method/ Active learning, and
of eight-grade
Questionnaire of Improved receptive skills.
in MTs NegeriLiker scale items,
6 Cianjur Interviews
-
Questionnaire data
were analyzed in
descriptive statistics
using SPSS software
7. Sun, L. (2020) 100 students Videos Technology -Advantages of Videos:
(China) from Assisted English Motivational,
university in Class, Attitudes and Comprehension aids,
China. 50 are Perspectives/ Context provider Cultural
sophomores, Qualitative Method/ awareness tools, Practice
and the other Questionnaires, enhancers.
50 are juniors multiple choice, -Disadvantages of Videos:
open-ended question, Lack of explanation, and
interview, SPSS to distraction on the video’s
analyze and compare Plot than on the language
the result data. itself.
8. Chia-chi 38 Taiwanese Videos on YouTube, The students who had the
Chien, Yenling students, ages Listening therapist can improve their
Huang & 18 to 20, Comprehension/ scores, and be more
Peiwen Huang whose Qualitative/ A pre- motivated and proficient in
(2020) mother test and a post-test English.
(Canada) tongue is comprise the T-test,
Mandarin. Questionnaire,
Treatment through
watching videos
No. Author Mean Variable/ Finding
(Country) characteristic Study design/
Measurable
9. Rattana Out of 55 Vocabulary Learning, The EFL students showed
Yawiloeng undergraduat Video in an EFL favorable attitudes toward
(2020) e students Classroom/ Quasi- the English vocabulary
(Canada) enrolled in experimental, videos' audio, images, and
the course on Quantitative, and captions, and they can
practical Qualitative Methods/ improve their English too.
reading and Pre-test & Post-test.
writing 25
were
involved
10. Alvi Raihan seventy - Video, Distance They can improve
372
 Utami, Lulud pupils from Learning, Students’ pronunciation, and listening,
Oktaviani, Ive XI KI 1 and XI Voice/ Qualitative and increase efficiency and
Emaliana KI 3. Method/ Interview ease of material acquisition
(2021) -A random Questionnaire from video learning.
(Indonesia) selection of
five students
was made for
the interview.
11. Hadel A. Saed, Eighty - YouTube, speaking YouTube helped EFL
Ahmad S. students in skills/ Pre- students become more
Haider, Saleh Jordan Experimental/ A pre- proficient speakers, and
Al-Salman, test and Post-test listeners of English and
Riyad F, T-test. encouraged them to interact
Hussein with other people, and the
(2021) culture of native English
(Jordan) speakers, which improved
their skills.
12. Misbah Hayati Twenty-eight Animation Video, Videos allow students to
Siregar students Narrative Text convey the idea of the story,
(2021) Writing Class, improve understanding of
(Indonesia) Students’ the narrative, employ a
Perceptions/ larger vocabulary
Qualitative Research
- Descriptive
Statistics/
Questionnaire,
- Interview, and
Documentation

No. Author Mean Variable/

Finding
(Country) Characteristic Study Design/
Measure
13. A.A.C. 35 pupils in YouTube Video, The teachers are aware of
Cahyana the tenth Teaching how to use YouTube videos
(2020) grade at SMK- EFL/ mixed-method/ in the classroom to teach
(Indonesia) Werdhi Sila Questionnaires EFL learners. This includes
Kumara and 5 - Open-ended and creating a lesson plan,
teachers. close-ended carrying out the strategy in
questions the classroom, and
evaluating the students.
14. Clara Herlina English - Video or Audio The results suggest that
Karjo, Menik Department Listening Test, using multimodal testing
Winiharti, of Bina Effectiveness for materials greatly enhances
Safnil Arsyad Nusantara Classroom Use/ students’ listening
373
 (2022) University Quantitative Method/ comprehension on
(Indonesia) (hereinafter Audio Listening Test performance.
Binus) (ALT)
University of Video Listening Test
Jakarta with (VLT
100 students
15. Shevany 45-year 5 Regular Verbs, This study concludes that
Anumanthan, pupils TikTok, Tiktok is a useful teaching
Harwati - Primary School ESL tool, particularly for
Hashim Pupils/ Qualitative teaching regular verbs and
(2022) and Quantitative sentence structure.
(Malaysia) Methods/ Pre-Test &
Post-Test
Semi-structured
Interview
16. Raniah 100 female Perceptions of EFL The study’s conclusions
Kabooha & intermediate- Students and show the students’
Tariq Elyas level students Teachers achievement in vocabulary
(2018) (Saudi aged YouTube, Vocabulary showed a notable
Arabia) between 18- learning/ improvement, according to
20 years old Quantitative Method/ the findings.
Pre-Test & Post-Test

No. Author Mean Variable/

Finding
(Country) Characteristic Study Design/
Measure
17. Mona M. 48 first YouTubes and Audio The results of this study
Hamad1, semester Tracks Imitation showed that listening to
Amal English major YATI, Improving audio track imitation (YATI)
Abdelsattar at King Khalid Speaking Skills/ and YouTube videos are
Metwally, University’s Qualitative excellent CALL (Computer
Sabina College of Experimental Assisted Language Learning)
Yasmin Science and Approach/ Pre-Test tools for enhancing
Alfaruque Arts Muhayil. & Post-Test students’ speaking abilities
(2019) (Saudi
arabia)
18. Hammad Students of English Grammar, When used in grammar
Mushtaq and grade eight Animated Movies/ instruction, animated films
Taskeen Qualitative and can act as a tool for positive
Zehra (2018) Quantitative reinforcement in the
(Pakistan) Methods/ Tests language learning process,
374
 as they significantly
accelerate students’ learning
and proficiency.

Factors and Effectiveness of Using Video In ELT

Finding out what influences and how well videos work in ELT (English Language
Teaching) for students in elementary, middle, and high schools as well as undergraduate
college students is the second goal of this study. According to the study’s findings, several
criteria support the use of video in ELT.
Several predictor variables associated with the use of video in ELT were found to be
positively correlated: digital learning (Toleuzhan et al., 2023), video annotations (Olanoff et
al., 2021), video games (Rosa et al., 2023), animated videos/movies (Minalla, 2024;
Mushtaq & Zehra, 2021; Siregar, 2021), YouTube videos (Cahyana, 2020; Chien et al., 2020;
Hamad et al., 2019; Kabooha & Elyas, 2018; Qomariyah et al., 2021; Saed et al., 2021), and
TikTok video (Anumanthan & Hashim, 2022).
Technology plays a big part in teaching and learning languages. Technology provides
students with access to many websites and online resources as well as search engines and
databases as the source of knowledge. Students are motivated to study and are engaged for
extended periods. Several studies have found that watching real-world and realistic videos
helps students learn more effectively. Moreover, a great deal of research suggests that a
large range of online resources and technology may be included in conventional EFL classes
(Hamad et al., 2019). In the same vein, the current study examines the use of videos and
their efficacy in English language teaching. Students were provided and watched a variety
of videos from platforms including YouTube, TikTok, and movies to give them access to the
content and to observe how well such mediums work.
Below we explained various effectiveness and factors that make English language
teaching more effective by using video. For English language learners, YouTube is an
inspiring educational resource that fosters a dynamic and participatory learning
atmosphere. It may be said that using YouTube in the classroom along with computer-
assisted learning technologies helps students become more motivated and proficient in
English. Students firmly feel that YouTube has a big impact on their English learning
process (Chien et al., 2020). Students’ positive attitudes regarding learning are influenced
by their utilization of YouTube videos in their English language learning. It demonstrates
that utilizing YouTube as a teaching tool can help students become more motivated and
self-assured while speaking English (Toleuzhan et al., 2023). The pupils were pleased with
the progress they had made in their English language education. Additionally, the students
said that the use of this strategy increased their enthusiasm to learn English while
decreasing the amount of boring instruction. The information revealed that most
respondents felt that using YouTube videos to help them learn English helped their
vocabulary and pronunciation, as well as their understanding (Cahyana, 2020).
375
 This article’s evidence, which was based on statistical studies, revealed statistically
significant variations in the experimental group’s scores after their YouTube encounter. The
findings indicate a clear correlation between students’ use of YouTube videos to enhance
their lexical choices, oral fluency, coherence, and speaking. The results demonstrated
statistically significant changes in favor of the post-YouTube phase based on students’
scores before and after incorporating the YouTube media. The control group’s averages and
scores were significantly lower than those of the experimental groups during the semester
(Saed et al., 2021). Students in the English language department have shown improvements
in their listening comprehension skills when they use YouTube learning videos. This is
especially true for the first semester of experimentation students. The following are the
factors: (1) students may learn the content through visual and auditory assistance in the
English language learning videos that YouTube provides. These films have explanatory
visuals. (2) students may also learn a great deal from YouTube instructional videos in the
areas of self-learning and information provision based on student interest (Qomariyah et
al., 2021).
Making use of teachers’ knowledge of students’ excitement during blended learning
sessions in the video demonstrates the beneficial effects of the program. The following are
the factors: (1) during in-person instruction, students can practice on their own or
collaboratively using games that the teacher has provided. (2) the instructor’s criticism
increases the student's motivation. (3) because they watched videos and listened to
dialogue or monologues, the student’s abilities increased during the online courses. (4)
students demonstrated improved receptive language skills by listening to dialogue or
monologue material from videos and reading the subtitles or text that were illustrated by
figures and animations. (Rahmawati et al., 2023). The attitudes and viewpoints of the
students demonstrate the benefits and drawbacks of using films in English classes, benefits
include (factor of effectiveness) raising students’ listening, speaking, reading, writing, and
translating abilities through (1) videos that not only pique students’ curiosity but also aid in
memorization, comprehension, and focus; they offer a realistic learning environment; they
raise students’ awareness of intercultural communication; they encourage classroom
practice; and they enhance their English proficiency. Among the drawbacks are (factor of
ineffectiveness): (1) lack of explanation regarding difficult words and sentences. (2) the
students tend to be rather focused on the plot than the language itself (Sun, 2020).
The utilization of video learning has the potential to facilitate in-depth discussions
and reflection (Toleuzhan et al., 2023). The advantages that students experience include an
increase in motivation while studying through videos since they find them to be enjoyable.
Another advantage of using video is that it makes the learning process less dull when it is
used as a medium. As a result, students are eager to learn more about English. Moreover,
using videos as a medium for English language learning helps students become more

376
proficient in pronouncing words correctly. This makes it easier for them to learn the
material and increases their listening comprehension (Utami et al., 2021).
The EFL students preferred watching videos with subtitles in both L1 and L2,
relevant and engaging visuals, and audio at the right volume to acquire new vocabulary
(Yawiloeng, 2020). Young EFL learners’ participation increased when new vocabularies
were taught to them using animated movies and context-based learning. The effectiveness
of teaching vocabulary using animated movies and context-based learning has been
demonstrated, and the overall learning experiences of young learners have been enhanced.
The following are the factors: (1) the range of features in contextual animated movies
makes them entertaining for the learners to view. (2) contextual animated movies are
powerful educational tools that encourage young students to participate actively in class
activities. (3) contextual animated movies positively impacted students’ perceptions of
classroom participation as a fun activity (Minalla, 2024)
They have greatly benefited from the use of animated videos in narrative text
authoring. The following were some benefits that the students perceived: (1) increased
motivation for using animated videos as a learning tool. (2) a clearer understanding of the
narrative of the animated film aids in an easy representation of the idea, offers new
vocabularies, organizes the general framework, and imparts moral lessons. (3) students
were inspired to compose narrative texts correctly (Siregar, 2021).
Some other aspects that are helpful when utilizing videos in ELT include: (1) using
YouTube as a learning resource; evaluating videos to determine the motivation and self-
belief of students; and determining the preferences of students about the current video
category, which includes music videos, movies, and vlogs (Toleuzhan et al., 2023). (2)
annotations in video learning, interaction between coaches and students during debriefing,
and usage of video learning in teacher and sports coach training (Olanoff et al., 2021). (3)
because teachers never assigned students improper or inappropriate content or themes
owing to the wide variety of videos available on YouTube, the data showed that neither
teachers nor students had significant difficulties planning for or comprehending the content
and topic of the YouTube video (Cahyana, 2020).
However, there are also certain drawbacks to consider when integrating video into
ELT; (1) at times, the resources needed to facilitate the learning activity were unavailable,
such as an internet connection (Cahyana, 2020; Utami et al., 2021). (2) appropriate video
selection, teachers must continue to monitor the films they choose and manage the layout of
the classroom (Chien et al., 2020). (3) a subset of pupils finds it difficult to use videos as
their medium. (4) loud background music is an audio hindrance. (5) images that are given
too rapidly and that are boring or irrelevant are examples of image barriers. (6) Long L1
and L2 captions, too-fast captions, too-small captions, and overly formal captions are some
of the captioning challenges (Yawiloeng, 2020).

377
CONCLUSION
The integration of videos into language learning practices is crucial in the digital age.
Learning English through applied relevant videos has become a compelling alternative to
traditional EFL classrooms. Our study offers 18 syntheses of empirical findings collected
through a systematic review of peer-reviewed research in search of a systemic database
review through Google Scholar, ERIC, and Mendeley. The result of this research directly
addresses the key issues raised in the initial problem statements:
1. The uses of video applications, such as digital learning, video annotations, video
games, animated videos/movies, YouTube videos, and TikTok videos have been
identified as positive contributors to the effectiveness of using video in ELT,
demonstrate a positive impact on the students’ language learning outcomes,
engaging learners visually and audibly, and making the learning process more
interactive and enjoyable.
2. This study highlights the significance of incorporating videos into language learning
practices to enhance not only students’ language acquisition i.e. Listening, Speaking,
Writing, and Reading, but also their motivation, and engagement.
3. Despite the advantages, there are also challenges associated with video integration,
such as the availability of an internet connection and appropriate video selection.
Although the integration of videos offers numerous advantages in ELT of EFL classrooms,
educators must acknowledge and address potential obstacles. To mitigate internet
connectivity issues, instructors can pre-download video materials or leverage platforms
with offline viewing capabilities. Furthermore, educators should pre-select videos that
align with lesson plans, cater to the student’s language proficiency, and demonstrably
improve their learning. The creation of teacher-made videos or the incorporation of student
suggestions in video selection can further optimize learning outcomes. While the current
study highlights the general effectiveness of videos, it is suggested that further research
explore which video formats, e.g. documentaries, lectures, movies, etc., are most effective
for developing specific language skills.

REFERENCES
Anumanthan, S., & Hashim, H. (2022). Improving the Learning of Regular Verbs through
TikTok among Primary School ESL Pupils. Creative Education, 13(03), 896–912.
https://doi.org/10.4236/ce.2022.133059
Cahyana, A. A. C. (2020). the Use of Youtube Video in Teaching English for Foreign Language
at Vocational High School. Jurnal Pendidikan Bahasa Inggris Indonesia, 8(2), 1–11.
https://doi.org/10.23887/jpbi.v8i2.3399
Callow, J., & Zammit, K. (2012). “Where lies your text?” (Twelfth Night Act I, scene V):
Engaging high school students from low socioeconomic backgrounds in reading
multimodal texts. English in Australia, 47(2), 69–77.

378
Chien, C., Huang, Y., & Huang, P. (2020). YouTube Videos on EFL College Students’ Listening
Comprehension. English Language Teaching, 13(6), 96.
https://doi.org/10.5539/elt.v13n6p96
Fahri, Muhammad ulil. (2017). Pemanfaatan Video Sebagai Media Pembelajaran.
Occupational Medicine, 53(4), 130.
Farr, F., & Murray, L. (2016). The Routledge handbook of language learning and technology.
In The Routledge Handbook of Language Learning and Technology.
https://doi.org/10.4324/9781315657899
Galuh Samudra, Yulistya Putri Y.U, Mohamad Ananda K, & Khuriyatus Salifach. (2022). The
Use of YouTube in Teaching Speaking: A Systematic Literature Review. Conference on
English Language Teaching, 2(Celti), 241–248. https://doi.org/10.24090/celti.v2.53
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R
package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with
interactivity for optimized digital transparency and Open Synthesis. Campbell
Systematic Reviews, 18(2), 1–12. https://doi.org/10.1002/cl2.1230
Hafner, C. A., & Miller, L. (2011). Fostering Learner Autonomy in English for Science.
Language Learning & Technology, 15(3), 68–86.
Hamad, M. M., Metwally, A. A., & Alfaruque, S. Y. (2019). The Impact of Using YouTubes and
Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners. English
Language Teaching, 12(6), 191. https://doi.org/10.5539/elt.v12n6p191
Kabooha, R., & Elyas, T. (2018). The Effects of YouTube in Multimedia Instruction for
Vocabulary Learning: Perceptions of EFL Students and Teachers. English Language
Teaching, 11(2), 72. https://doi.org/10.5539/elt.v11n2p72
Karjo, C. H., Winiharti, M., & Arsyad, S. (2022). Video or audio listening tests for English
language teaching context: which is more effective for classroom use? JOALL (Journal of
Applied Linguistics and Literature), 7(1), 149–166.
https://doi.org/10.33369/joall.v7i1.19920
Khasawneh, M. A. S. (2023). The use of video as media in distance learning for deaf
students. Contemporary Educational Technology, 15(2).
https://doi.org/10.30935/cedtech/13012
Kieran, D., & Xerri, D. (2017). The Image in English Language Teaching.
Minalla, A. A. (2024). Enhancing Young EFL Learners’ Vocabulary Learning Through
Contextualizing Animated Videos. Theory and Practice in Language Studies, 14(2), 578–
586. https://doi.org/10.17507/tpls.1402.31
Miskam, N. N. (2020). Using Video Technology to Improve Oral Presentation Skills among
Undergraduate Students: A Systematic Literature Review. International Journal of
Psychosocial Rehabilitation, 24(5), 5280–5291.
https://doi.org/10.37200/ijpr/v24i5/pr2020235
Mushtaq, H., & Zehra, T. (2021). Teaching English Grammar through Animated Movies.
NUST Journal of Social Sciences and Humanities, 2(1), 77–87.
https://doi.org/10.51732/njssh.v2i1.11
Olanoff, D., Johnson, K., & Spitzer, S. (2021). Examining the Use of Video Annotations in
Debriefing Conversations During Video-Assisted Coaching Cycles. Proceedings of the
Forty-Third Annual Meeting of the North American Chapter of the International Group
for the Psychology of Mathematics Education.Philadelphia, PA., 642–651.
379
Pimenta, S. S. (2021). Development and validation of chemistry learning videos as learning
media in the era of the COVID-19 pandemic. Journal of Sustainability Science and
Technology, 1(2), 80–88. https://doi.org/10.23960/josst.v1i2.12
Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018). Video and learning: A systematic
review (2007-2017). ACM International Conference Proceeding Series, 151–160.
https://doi.org/10.1145/3170358.3170376
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6.
https://doi.org/10.1108/10748120110424816
Qomariyah, S. S., Permana, D., & Hidayatullah, H. (2021). The Effect of YouTube Video on
Students’ Listening Comprehension Performance. Jo-ELT (Journal of English Language
Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP,
8(1), 67. https://doi.org/10.33394/jo-elt.v8i1.3837
Rahmawati, L., Ruminda, & Juhana. (2023). Empowering Students’ Integrated Language
Skills Through the Use of Teachers’ Learning Videos in Blended Learning Class.
Indonesian EFL Journal, 9(1), 53.
Rivera-Lozada, O., Campos-Ugaz, O., Diaz, M. A. A., Uribe-Hernández, Y. C., Hernández, R. M.,
De Souza, R., Alanya-Beltran, J., Sameem, M. A. M., & Tarihoran, N. (2022). “I See. I Talk.
I Hear.” A Survey on the Effectiveness of Instagram App in Developing Listening Skill
and Vocabulary Size of EFL Students. Journal of Positive Psychology and Wellbeing, 6(1),
316–323.
Rosa, N.-P., Osbaldo, T.-G., Aymé, B.-P., Elizabeth, V., Eveling, C.-G., & Ignacio, A. (2023).
Motivations and Use of Video Games in Engineering Students Rosa. Journal of
Technology and Science Education, 13(2), 532–547.
Saed, H. A., Haider, A. S., Al-Salman, S., & Hussein, R. F. (2021). The use of YouTube in
developing the speaking skills of Jordanian EFL university students. Heliyon, 7(7),
e07543. https://doi.org/10.1016/j.heliyon.2021.e07543
Sánchez-Auñón, E., Férez-Mora, P. A., & Monroy-Hernández, F. (2023). The use of films in
the teaching of English as a foreign language: a systematic literature review. Asian-
Pacific Journal of Second and Foreign Language Education, 8(1).
https://doi.org/10.1186/s40862-022-00183-0
Siregar, M. H. (2021). The Utilization of Animation Video in Narrative Text Writing Class: An
Exploration of Students’ Perceptions. Vision, 17(2), 76–88.
https://doi.org/10.30829/vis.v17i2.1154
Sun, L. (2020). Students’ Attitudes and Perspectives Towards Using Videos in Technology-
Assisted English Class. Advances in Educational Technology and Psychology, 4(1), 1–11.
https://doi.org/10.23977/aetp.2020.41001
Susanti, A., Presdyasmara, C., Dewi, F., & Wardani, Y. (2022). Developing Students’ English
Skills Through Digital Video as Multimodal for Young Learners in Online Learning.
Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH
2021), 618(Ijcah), 221–228. https://doi.org/10.2991/assehr.k.211223.040
Tarihoran, N. (2020). Using Facebook Group as a Blended Learning Medium in Teaching
Cross-Cultural Understanding in Islamic Higher Education. International Journal on
Research in STEM Education, 2(1), 13–25. https://doi.org/10.31098/ijrse.v2i1.187
Toleuzhan, A., Sarzhanova, G., Romanenko, S., Uteubayeva, E., & Karbozova, G. (2023). The
Educational Use of YouTube Videos in Communication Fluency Development in
380
 English: Digital Learning and Oral Skills in Secondary Education. International Journal
of Education in Mathematics, Science and Technology, 11(1), 198–221.
https://doi.org/10.46328/ijemst.2983
Utami, A. R., Oktaviani, L., & Emaliana, I. (2021). The Use of Video for Distance Learning
During Covid-19 Pandemic: Students’ Voice. Jet Adi Buana, 6(02), 153–161.
https://doi.org/10.36456/jet.v6.n02.2021.4047
Yawiloeng, R. (2020). Second Language Vocabulary Learning from Viewing Video in an EFL
Classroom. English Language Teaching, 13(7), 76.
https://doi.org/10.5539/elt.v13n7p76

381