Explainer Videos as the New Chalkboard in Language Learning - Usage and Student Preferences in Universities Dianna Suzieanna Mohamad Shah (a*), Airil Haimi Mohd Adnan (b), Mohd Haniff Mohd Tahir (c), Mohamad Safwat Ashahri Mohd Salim (d), Mohd Nur Fitri Mohd Salim (e), Hepy Adityarini
a) Akademi Pengajian Bahasa, Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia
*dianna[at]uitm.edu.my
b) Akademi Pengajian Bahasa, Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia
c) Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris, Perak, Malaysia
d) 3 Akademi Pengajian Bahasa, Universiti Teknologi MARA, Kampus Tapah, Cawangan Perak, Malaysia
e) Akademi Pengajian Bahasa, Universiti Teknologi MARA, Kampus Seremban, Cawangan Nageri Sembilan, Malaysia
f) English Education Department, Universitas Muhammadiyah Surakarta, Indonesia
Abstract
Technology plays a central role in STEM education, offering innovative ways to enhance learning across disciplines, including language. This study investigated how explainer videos support English language learning in higher education, focusing on student engagement, preferences, and perceived benefits and challenges. A mixed-method design was employed, combining survey data from 140 undergraduates at Universiti Teknologi MARA (UiTM) with follow-up interviews from five randomly selected participants. Results showed that students used explainer videos occasionally as supplementary resources, accessed mainly through YouTube and social media. They preferred content focused on grammar explanations, vocabulary lessons, and pronunciation guides, while active strategies such as note-taking and replaying difficult sections supported deeper learning. Students perceived notable improvements in listening, speaking, and vocabulary skills, highlighting the multimodal benefits of video-based learning. However, challenges such as the lack of subtitles, limited internet access, and unclear audio or video quality were frequently reported. Overall, the study concludes that explainer videos function as flexible, student-centred tools that strengthen core language skills while fostering digital literacy and self-regulated learning. By bridging language pedagogy with the STEM agenda of technological innovation, explainer videos demonstrate strong potential as complementary resources in Malaysia^s higher education landscape.
Keywords: explainer videos, higher education, language learning, interactive content
