Integration of YouTube Videos in Learning Present Perfect Tense in an ESL Classroom
Rosnina Mohamad Razali1, Huzaina Abdul Halim1*
1 Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
*Corresponding Author: [email protected]
Accepted: 15 February 2021 | Published: 1 March 2021
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Abstract: The proliferation of YouTube video usage in higher education such as universities and colleges has raised questions about the extent of YouTube’s potential in secondary education as well. Therefore, this study addresses three research objectives in ESL secondary school setting. The first objective evaluates on the students’ perception towards the use of YouTube videos in learning Present Perfect Tense with regards to the elements of 1) Interesting, 2) Relevant, 3) Beneficial, 4) Motivating inside the classroom, as well as 5) Motivating outside the classroom. The second objective analyses on the elements of YouTube videos that promote engagement among students in learning Present Perfect Tense while the third objective explores on the advantages and disadvantages of YouTube videos in learning Present Perfect Tense. A total number of seven students aged 15 years old took part in this qualitative study. Data were collected from semi-structured interviews and classroom observations with the students. Findings have revealed positive perception from students on the use of YouTube to learn Present Perfect Tense, highlighting on various stimulus combinations that have managed to engage students behaviourally, emotionally and cognitively towards the lesson. On top of that, the findings have further emphasized on the elements of YouTube videos referring to the presence of actions, subtitles, as well as narrators that have contributed towards students’ engagement towards the lesson. However, students still faced several challenges while learning Present Perfect Tense using YouTube videos. The findings can set as a guideline for teachers who wish to use YouTube videos in the classroom to understand the elements of appropriate YouTube videos and consider the challenges so that the chosen videos can best address the particular topic as well as the target students.
Keywords: YouTube videos, grammar, Present Perfect Tense, ESL
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1. Introduction
The revival of grammar teaching in academic field since the late 1980s or early 1990s has given a renewed attention pertaining to the importance of grammar in the official curriculum. This has become the turning point to numerous numbers of academic research done pertaining to grammar teaching pedagogy instead of turning back to the old-fashioned grammar-teaching (Hudson & Walmsley, 2005). The traditional teaching method of using whiteboard and English grammar workbooks in schools have not sufficiently proven to be effective to promote students’ engagement due to the way the information is being presented to them, which involves wordy information only that does not cater the way of learning for 21st century students. Being born with technologies surrounding their lives, 21st century students are no longer the same. They are the generation surrounded by technologies such as computers, internet, smartphones, video games and other digital tools of this age. According to Prensky (2001) who referred this generation as “digital natives”, he claimed that the term matches this
generation as they are “the native speakers of digital language of computer, video games and the internet”. This generation, which will be referred to as net generation throughout this study, grew up at “twitch speed”, expecting fast information (Prensky, 2001). They grow up with technology that rise at the end of the 20th century, making interaction with technology as an integral part of their lives. As cited in Roodt and Peier (2013), Oblinger & Oblinger (2005) had introduced several characteristics of net generation, highlighting on this generation to be digitally literate, require immediate response, prefer engagement and experience, as well as prefer visual teaching materials rather than wordy notes. In order to educate the type of generation with those characteristics, the integration of technologies in classroom is seen to be a promising approach as it gives the opportunity for students to transfer their technological
‘real-world’ skills into academic context. In fact, Malaysian Education Blueprint 2013-2025 focusing on Shift 7, has also highlighted on the leverage of ICT in education, thus supporting the use of technology in teaching and learning. Therefore, the integration of technologies is very promising to achieve the vision of the Education Ministry. Among various ICT tools available to be utilized, the focus of this study has been directed towards YouTube videos, a video-sharing medium with the combination of multimedia elements such as words, graphics and audios. According to Richard E. Mayer and other cognitive researchers, multimedia learning is the process of building mental representation from words and pictures to foster learning (Mayer & Moreno, 2003; Sorden, 2012). Engaging both sensory memories will ensure the distribution of information to avoid cognitive load, thus giving impact on learning. In the context of this study, the sensory memories have been referred to visual and auditory stimulus from the videos that have helped the students to build mental representation of the concept of selected grammar tense. Therefore, this study has put the focus into the use of video technology specifically referring to YouTube videos to cater secondary students in ESL classroom.
Figure 1: Cognitive Theory of Multimedia Learning (Mayer & Moreno, 2003)
This study has adapted Cognitive Theory of Multimedia Learning, pioneered by Richard E.
Mayer and other cognitive researchers (Mayer & Moreno, 1998, 2003; Sorden, 2012). Based on the diagram, Mayer (2003) had summarized the theory according to five steps; “(a) selecting relevant words for processing in verbal working memory, (b) selecting relevant images for processing in visual working memory, (c) organizing selected words into verbal mental model, (d) organizing selected images into visual mental model, and (e) integrating verbal and visual representations as well as previous knowledge” (as cited in Berk (2009)). In the context of this study, the investigation has been directed towards identifying the potential of multimedia learning, focusing on YouTube videos in school education setting. In multimedia learning, students particularly engage in three important cognitive processes. The first process is selecting words and images to be processed in working memory. During this stage, the two separate channels as mentioned in Paivio’s (1986) dual coding theory, referring to verbal and visual channels take place. Videos activate verbal and visual sensory systems, distributing the
cognitive load evenly into the two channels. Therefore, students will pick up the new information from words and send to verbal working memory whereas the new information from images are sent to visual working memory simultaneously. By this way, the new information will not cause an overload in one channel only, thus leading to more manageable essential processing. The second cognitive process deals with organizing selected information into mental representations. During this stage, any extraneous load should be minimized to avoid cognitive overload. As stated by John Sweller (1988, 1994) in his Cognitive Load Theory, cognitive overload happens when the information to be processed exceeded the processing capacity of the cognitive system (as cited in Mayer and Moreno, 2003). The presence of extraneous load will cause our mind to process information that are not required to understand the particular material being presented. As the result, more working memory has been used to process unimportant information, minimizing the chances of necessary information to be processed in the working memory. Reducing extraneous load will ensure more capacity of working memory, thus facilitate deep learning on the necessary information.
As the result, better information can be processed in the working memory, leading to meaningful learning to take place. Finally, the third cognitive process involves integrating mental representations with previous knowledge. During this stage, generative processing is optimized in order to make sense of the presented material. The new information in the working memory will be linked to the schemas, or prior knowledge. Schema is a form of internal structure of knowledge which is stored in long-term memory (Mergel, 1998). With the integration of new information, the schema may be combined, developed or extended, and might be changed or altered to accommodate new information.
Based on the proposed theoretical framework, this study attempts to answer the following research questions:
1. What are the students’ perceptions on the integration of YouTube videos in learning Present Perfect Tense in ESL secondary classroom?
2. How does the integration of YouTube videos contribute to students’ engagement on Present Perfect Tense in ESL secondary classroom?
3. What are the advantages and disadvantages of integrating YouTube videos in learning Present Perfect Tense in ESL secondary classroom?
2. Literature Review
YouTube in education
The interest in YouTube among scholars has been recorded in the literature since its launching in the year 2005. The review of 188 articles containing the word “YouTube” in the title that had been published between 2006 and 2009 has revealed an interest towards YouTube videos in education despite its new emergence in the year 2005 (Snelson, 2011). In addition, the brain- based researches discussed by Berk (2009) also synchronized with the use of videos in classroom. He further noted that the combination of shapes, sounds, kinesthetic actions, and emotion in video clips would have the ability to tap into multiple intelligences, thus allowing students to use and practice their strong intelligence and improve on the weaker ones. The literature has recorded, but not limited to, general techniques on using YouTube videos in teaching (Berk, 2009; Duffy, 2008; Miller, 2009), potentials and pitfalls of YouTube videos (Jones & Cuthrell, 2011; Snelson, 2008), perceptions of teachers and students regarding YouTube videos (Buzzetto-More, 2014; Jackman & Roberts, 2014; Nikian, Nor, & Aziz, 2013), and also attitudes and motivation towards YouTube videos (June, Yaacob, & Kheng, 2014; Mthembu & Roodt, 2017; Smith, 2011). Besides that, reviews on past researches have
recorded another trend in YouTube videos, referring to the integration of YouTube videos in different area of studies. For example, the use of YouTube in mental and physical health fields, especially psychology, nursing, and medicine is very encouraging in the body of literature (Burke, Snyder, & Rager, 2009; Burke & Snyder, 2008; Jackman & Roberts, 2014). Other field of studies recorded in the literature are language education (Z. Abidin et al., 2011; Kabooha &
Elyas, 2015; Mayora, 2009; Mullen & Wedwick, 2008; Smith, 2011; Watkins &
Wilkins,2011), Sociology (Miller, 2009; Tan & Pearce, 2017), Engineering (as cited in Jackman and Roberts (2014)), Science and Mathematics (as cited in Jones and Cuthrell (2011)) as well as performing arts (DeWitt et al., 2013). The proliferation of research on YouTube videos in health education field can be attributed to the ability of videos to summarize difficult concepts for better understanding and retention where videos could be used to manifest complicated procedures. The ability of YouTube videos to demonstrate the concepts learnt visually has made YouTube popular in health fields such as nursing to further explain topics related to childbirth, mental health, pediatrics and leadership (Clifton & Mann, 2011; Mayer, 2010). In Language Education, O'Donnell et al. (2011) discussed on the use of YouTube to teach pronunciation in language classroom. The aspects being researched on, referring to the student engagement, speech perception and identity, showed an increase in all of them.
Students explained that the use of interesting videos had managed to grab their attention and engaged them in the classroom. According to the students, the ability to view the facial expression and body language from the videos were helpful in order to have a better idea on developing authentic conversation (O'Donnell et al., 2011). On top of that, the research done by Morat, Shaari, Abidin, and Abdullah (2017) has revealed similar insights parallel to the findings of O'Donnell et al. (2011). In this qualitative study, the ESL instructor had exposed the learners to different types of YouTube videos such as Music videos, National Geographic videos, process and procedure, as well as cooking videos. The instructor has purposely chosen various types of YouTube videos that comprised of different accents of native speakers of English. According to the respondents, referring to the ESL learners, the variety of accents recorded in the videos have somehow helped them to be familiar with different types of English accents from all parts of the world. The ESL learners further noted on their ability to recognize the difference in the speakers’ pronunciation of certain words after being exposed to the YouTube videos. The use of videos in relation to grammar instruction has also been explored in language studies as well. Mohammed (2013) has focused on the use of subtitled video in order to teach grammar, aimed at identifying the effectiveness of that particular method. Before they watched the subtitled video, the students have received explicit instruction regarding on when and how to use the form; Past Perfect Tense using an animated cartoon. Based on the findings, watching the enhanced subtitled video enabled the students to identify the target grammar form, which referred to English Past Perfect Tense. The calculated gain scores from the post-test compared to the pre-test have shown significant improvement in the students’
knowledge on the target grammar form. Overall, students have shown positive response towards this grammar teaching approach, highlighting that watching the enhanced subtitled video helped them to better understand the context to use the specific grammatical structure.
Other research by Kabooha and Elyas (2015) investigated on the impact of YouTube videos in language studies, specifically referring to vocabulary learning. In experimental group, the teacher played YouTube video by emphasizing on new vocabularies, their use, and pronunciation. By having Saudi EFL students as their respondents, the results uncovered positive results in the experimental group when their post-test scores were significantly higher than the control group. From the questionnaire on students’ opinions, half of them (71%) agreed that YouTube helps in learning and also memorizing new vocabulary.
Importance of Literature Review in Research
Despite the research on YouTube video that caters different field of studies, it has, however, put more focus into higher education, referring to university and college settings. The adoption of YouTube is expanding in higher education sector, regarded as ‘niche’ for YouTube, as highlighted by Moghavvemi, Sulaiman, Jaafar, and Kasem (2018). Despite the fact that there were a number of studies conducted in school setting as being mentioned earlier, those studies are not sufficient to reach the conclusion on the potential of YouTube videos to supplement school settings. Furthermore, there is a lack of research that has really delved into the elements of YouTube videos that facilitate students' engagement in the classroom environment. More studies are needed to identify either the use of YouTube would benefit school students as much as it has benefited university students. The scarcity of research on YouTube in relation to school settings reveals a potential gap where more work is needed. Therefore, a qualitative research approach that focuses on different setting fits this study to address the gap in knowledge in the YouTube niche.
3. Methodology
Qualitative approach
The researcher has discovered that a qualitative approach fits this study as the main objective is to uncover the students’ perception in learning Present Perfect Tense with the integration of YouTube videos; with particular attention being given to secondary students. In the context of this study, a total number of seven students specifically focusing on Form 3 students has been chosen to participate in the study. The rationale of choosing Form 3 students is closely related to the Form 3 English Language Syllabus itself, in which Present Perfect Tense has become one of the Language Awareness aspects to be taught according to Form 3 English Language Syllabus. Among the sources of data for this study are classroom observations, semi-structured interviews and documents. As one of the research materials for this study, the selected videos have been retrieved from Youtube.com through ‘English with Sound and Light’ channel.
Among the videos chosen are Present Perfect Tense Part 1 (https://youtu.be/5Me5AeV6jkk) and Present Perfect Tense Part 2 (https://youtu.be/ePSpJOjC2Gg). Before they watch the selected YouTube videos, the students have received explicit instruction from the teacher regarding on when and how to use the form; Present Perfect Tense. In the videos, students are presented with various kinds of verbs, ranging from regular and irregular verbs. The videos selected consist of a series of action done by either a person or a group of people. In the video, the actions that follow are designed to help ESL students creating sentences using the target grammar tense. When a particular action is complete, a narrator will come out and ask students to create a sentence using intended grammar tense. As soon as this happens, the video will be paused to allow discussion between students and teacher. By working in pairs, students will identify the most suitable verb in order to describe the particular action being acted out and describe the action by creating a sentence using correct grammar tense. Another research material, which deals with an assessment test has been set as the basis towards identifying the students’ level at the beginning of the study. The assessment test is a researcher-generated document, which refers to document that is prepared by the researcher for the participants (Merriam, 2009). On top of that, the same assessment test will be given to the participants at the end of the lesson to compare on their gain scores after they have been exposed to the learning of Present Perfect Tense using YouTube videos. The analysis of data begins with transcription, which deals with converting the written and spoken data into a typed file (Creswell, 2002). Based on the sources of data collection, the interviews and classroom observation which consist of audios and videos from the participants as well as the classroom observations, which consist of texts from the field notes will be converted to a computer
document for analysis. The transcribed data will be analyzed, coded and divided according to themes. Thematic analysis allows major ideas to be discussed, forming core elements of qualitative study. The documents collected will help to support the findings from other methods as well. The collected documents that consist of students’ assessment test in the classroom will help to support the recorded responses from the students in the semi-structured interview as well as the written responses from the classroom observation. This will reveal the pattern of the findings, either supporting or opposing each method of data collection to strengthen the findings.
4. Conclusion
Based on the findings of this study, it has revealed positive perceptions from the students regarding the use of YouTube videos to be interesting, relevant, beneficial, as well as motivating in the classroom. However, when it comes to the fifth category, which is motivating outside of classroom, the findings recorded various perceptions from the students, ranging from convincing insights as well as less favourable insights from the students. The findings are consistent with what has been reported in the previous research of Kelsen (2009) and Silviyanti (2014) when both studies recorded the element of motivation in using YouTube outside of classroom to be the lowest intention among all five categories. On top of that, the comparison has put the emphasis on YouTube over traditional classroom due three important elements depicted from the videos, specifically referring to the presence of actions, subtitles as well as narrators. Majority of the students have revealed their positive responses on the use of YouTube videos to supplement the learning of Present Perfect Tense due to the first element, which deals with the ability to view actions and illustrations from the videos. The actions from the videos have managed to direct the students in noticing the verb form of Past Participle, one of the most important elements to form perfect aspect. On top of that, the actions from the videos have also helped the students to notice and be alert on the formation of Past Participle, which is formed in three ways; adding morpheme –ed to a verb base, –en suffix as well as irregular verbs. From the videos that consist of various actions to be described, the students were exposed to various patterns of Past Participle to be practised and understood. This indicates the potential of the actions from the videos to enhance the students’ knowledge on Past Participle. Other than that, the second element referring to the presence of narrator at the end of each action plays pivotal role towards the learning of Present Perfect Tense as well. The feedback from students has highlighted on the ability of the narrators to create focus and awareness towards the lesson, making them notice the auxiliary verb to be used when formulating sentence for a particular action. Present Perfect Tense, indicated by the combination of auxiliary verb and Past Participle has acknowledged the presence of narrators that have put the emphasis on the first part of the verb pattern: auxiliary verb. In the context of Present Perfect Tense, the perfect is formed from the auxiliary verb of ‘have’, which leads to the choice between ‘has’ and ‘have’ to be used with regards to the number of subjects involved when formulating sentences. With the presence of narrators, it helps the students to decide and come up with the correct choice of auxiliary verb, either ‘has’ or ‘have’ to describe the particular action in the form of Present Perfect Tense.
Therefore, it can be summarized that actions deal closely with the potential of the videos to highlight on the second element of Present Perfect Tense, which refers to the Past Participle of the verb. The narrators, on the other hand, managed to highlight on the first element of Present Perfect Tense, with specific focus on the auxiliary verb. It indicates that both actions and narrators are mutually exclusive towards highlighting on both elements of Present Perfect Tense, which is formed from the auxiliary verb of ‘have’ and a main verb in Past Participle.
The third element, referring to the subtitles in the videos are also a highlight on the affordance of YouTube videos to address Present Perfect Tense. The ability to view the answers from the
subtitles has helped the students very much to recognize the verb pattern of Present Perfect Tense, indicated by the combination of an auxiliary verb and a main verb in the form of Past Participle. The videos from YouTube have managed to put the emphasis on the concept of tense, which refers to a verb that indicates a particular point in time of speaking (Cowan, 2008).
When the answer was shown to them after each action, the students can view the morphological change in the base form of the verb, creating awareness among them on the pattern of the verb in the form of Present Perfect Tense. The findings are in line with the research done by Mohammed (2013) who also focused on the potential of the visual element of subtitled videos that helps students to recognize the grammar structure referring to Past Perfect form. From the study of Mohammed (2013), students were asked to recall on the Past Perfect form that they have just watched from selected YouTube videos. The result reported that the number of Past Perfect form being noticed by the students was not equivalent to the number of Past Perfect form that they were able to recall after the watching the videos. In this case, cognitive overload took place because students were focusing on the events and the grammar structures from the subtitled videos simultaneously. Furthermore, the content-rich information of the videos had caused both visual and verbal channels to be overloaded and exceeded the processing demands.
When the content-rich information was presented in continuous presentation, it had caused the students to be able to select words and images only without being given enough time to organize and integrate the information further. Compared to Mohammed (2013)’s study, freeze framing and predicting activity in this current study was designed to allow students to focus on one action at a time. By this way, it allows students more time to digest the information. As elaborated in Mayer and Moreno (2003), breaking down the presentation into several segments called segmenting helps students to minimize cognitive load as they are given sufficient time to select, organize and integrate the new information presented to them. By this way, it gives the students more time to digest the new information presented to them, allowing the students to notice the verb presented to them in each action.
Overall, all the elements highlighted from the YouTube videos have managed to demonstrate the concept of Present Perfect Tense effectively. The element of actions, subtitles as well as narrators have supported the representation of the verb pattern in the form of various stimuli, leading to better retention on the pattern. The stimuli, as mentioned by the students have been referring to the integration of audio-visual information such as the ability to view the verb pattern from the subtitles shown on the TV screen, the ability to listen to the correct pronunciation of the sentence from the narrators as well as the ability to view the actions by the speakers. The elements highlighted resonate well with the theoretical framework of this study, highlighting on Cognitive Theory of Multimedia Learning by Richard E. Mayer and others (Mayer & Moreno, 1998, 2003; Sorden, 2012). The findings of this study are also parallel to a previous study by Kabooha and Elyas (2015) research on YouTube videos to supplement the learning of vocabulary in EFL classroom. They have concurred that visual and auditory elements of YouTube videos play important role in the improvement of their English vocabulary. Similar to a previous study of Khalid and Muhammad (2012), they highlighted on the audio-visual effects to be very helpful in learning. Overall, the support from previous studies have further strengthen the potential of YouTube videos in language classroom. On top of that, the highlighted elements have also helped the students to delve into the concept of tense and aspect in grammar learning. As cited in Cowan (2008), tense indicates “the time that an action occurs in relation to the moment of speaking” whereas aspect has been defined as “how the speakers view the action of the verb”. In English, there are two aspects being expressed through auxiliary verbs and the form of main verbs, which are progressive aspect and perfect aspect. In this particular study, the focused aspect has been on perfect aspect. The learning of Present Perfect Tense through YouTube videos has managed to develop understanding within
the students regarding the intersection of tense and aspect to portray the concept of that particular tense. In this study, the needs to comprehend both concepts are crucial as Present Perfect Tense deals with both concepts. Based on the findings, it can be observed that the presence of narrators has managed to put forth the perfect aspect based on the questions probed after each action. Based on the questions formulated by the narrators, the students would know exactly that the context has been referred to perfect aspect. This has been contributed from prior explanation received by the students concerning Present Perfect Tense before the start of the activity from the YouTube videos. Prior explanation or pre-training has become one of the options to be considered in reducing cognitive load (Mayer & Moreno, 2003). The explanation received at the first place has helped the students to construct mental model by building component model on the concept of Present Perfect Tense. When students have already formed a mental model on how Present Perfect Tense works in sentences and in which context does Present Perfect Tense cater, they will be able to direct their cognitive processing towards building causal model on the subject matter without overloading their working memory. In this case, the students would be able to build causal model on the changes in Present Perfect Tense with regards to the number of subjects involved without having to digest on the component model simultaneously, which will lead to cognitive overload. Therefore, the narrators have indirectly set stage for the students to see how the perfect aspect works in context by emphasizing on the aspect of grammar learning. Despite the role of narrators that have managed to highlight on aspect, the subtitles, however, have managed to put the emphasis on the concept of tense. The visual representation of the verb pattern has helped the students to notice the verb pattern, leading to better retention. Therefore, it can be concluded that the presence of subtitles has managed to facilitate the recognition of the grammatical structure in context. To summarize, YouTube videos have managed to emphasize on the elements of actions, narrators as well as subtitles that reflect the Cognitive theory of Multimedia Learning, leading to better representation of the concept of tense and aspect in grammar learning.
The findings of this study have also revealed the advantages of YouTube videos, highlighting on the most dominant benefit to be on the improvement of engagement towards the lesson. As mentioned by majority of the students who claimed that the selected YouTube videos to be interesting, it is reasonable for the researcher to conclude that the interest towards the videos has managed to spark engagement among the students. Previous research by Steffes and Duverger (2012) has also agreed on the same matter when they highlighted on the potential of videos to cater multiple intelligence in order to capture the students’ attention towards learning.
It is also parallel to the previous research that emphasized on the potential of technology focusing on YouTube as attention-grabbing mechanism to capture the students’ attention in the classroom (Jones & Cuthrell, 2011). As highlighted by Truscott (1998), a particular input does not become intake in language learning unless the input is noticed by students. Therefore, maintaining focus and attention towards the subject matter has become the basis towards meaningful learning to take place. When a particular material, in this case referring to YouTube videos managed to grab the students’ attention, it has indirectly improved their engagement level, which is reflected from their behaviors, positive emotion, cognition as well as voice. To sum up, the potential of YouTube-integrated lesson to improve focus and attention of the students has been crucial towards developing students’ engagement in the classroom. Other than that, another dominant benefit of using YouTube videos has been focusing on the potential of YouTube videos to enhance the students’ memory on the subject matter. The retrieval ability has been closely related to how the information is presented to students, highlighting on the Dual Coding Theory as a part of Cognitive Theory of Multimedia Learning (CTML) as well (Mayer & Moreno, 2003). Based on his Dual Coding Theory, Paivio states that when both visual and verbal input are encoded simultaneously in memory, it increases the ability to
retrieve the information (Paivio & Clark, 2006). By distributing the load evenly into both visual and verbal channels, the information will have high potential to reach long-term memory as long as the processing demands are not being overloaded. Paivio’s statement has further explained the reason behind the students’ retrieval ability on Present Perfect Tense by using YouTube videos. Therefore, the Dual Coding Theory has given the emphasis on the potential of YouTube videos in enhancing the students’ memory. Despite the benefits discussed, there are also several pitfalls of using YouTube videos being reported in this study, especially on the inadequacy of related vocabulary that has limited their way to respond further by constructing sentences in English. Further research might consider to conduct studies in government schools across Malaysia to explore either the result varies according to different demographics.
Secondly, this study has recorded limitation in terms of the chosen grammar tense, which refers to Present Perfect Tense only. It is highly recommended that future studies to explore on other English tenses as well as other grammatical components such as parts of speech to increase the trustworthiness of YouTube videos in addressing grammatical components of English.
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