1) By Cayari, C. (2011, p.

24)

“YouTube is an art medium; a technology which allows listeners to become singers, watchers to become
actors and consumers to become producers creating new original works and supplementing existing
ones. It allows everyone to have a voice that can be heard and face that can be seen”.

2) By Evelyn Vingilis

YouTube provides an ideal platform for potential modelling influences. First, viewers can select from a
wide range of images and messages portraying risky driving that are available on YouTube 24/7. Indeed
as Bandura (2001) asserts: “Whereas previously, modeling influences were largely confined to the
behavior patterns exhibited in one’s immediate environment, the accelerated growth of video delivery
technologies has vastly expanded the range of models to which members of society are exposed day in
and day out” (p. 271). Viewers can also replay the videos numerous times that could consolidate the
retention of the images and guide the construction and execution of a driving activity. Finally, the
incentives could include not only the psychological rewards associated with uploading their risky driving
video (Bandura 2001) but also financial rewards for videos with high viewership.

3) By Hiyam S. Ensour

YouTube can be defined as video sharing website that allows users to watch, upload and comment on
videos. Established in 2005, YouTube was co-founded by Chad Hurley, Steve Chen and Jawed Karim. It is
owned by Google Inc., which displays its ads in the website's pages. YouTube is available in 14 different
languages. YouTube is one of the world's major websites for uploading and sharing videos, creating
personalized channels and providing direct broadcast service for organizations.

4) By Seher Balbay

Technology has entered every walk of our lives. In most of the revolutionized classrooms of today one
can observe smartboards, or at least projectors and computers becoming indispensable. Moreover,
teaching and learning is not limited to physical schools and classrooms today. We are in an age where
smart phones are the source of either information directly, or guidance when needed for our digitally-
oriented young adult students at universities. This being the case, in this digital era, it is not surprising
that the literature has repeatedly focused on the motivational effects of the uses of online technology, in
language classrooms, as well as the practical solutions of giving feedback on students’ performance or
progress especially through the use of Web 2.0 tools. So, today, the responsibility of a language teacher
is to make the most efficient use of these tools, this technology in general, that is available. Among these
tools, videos play a major role in language classrooms. The use of videos became popular in the
beginnings of the 21st century as students started spending more time with audiovisuals than with
printed material. To supply videos, YouTube was and still is the most used website ever, since the spread
of the internet in the 1990s. In this context, the use of videos in the English language classroom has long
been the focus of many research projects.
5) By Andrea Wilson

Duffy (2007), presents the idea of Web 2.0, stating that there has been a shift from a World Wide Web
that is ‘read only’ to one that is the ‘read write web’. The online world is evolving and becoming a
community of social information and idea networking (Duffy, 2007). This shift has created an outlet for
students and educators to create change, exchange information and collaborate in ways that were
unimaginable before. With these changes, educators need to consider new ways of engaging in these
new ‘Web 2.0 technologies’ (Duffy, 2007). Educators need to ask them selves ‘How can I teach students
to think critically about their potential uses?’ YouTube has the potential to be an outlet for students and
educators to create change, exchange information and collaborate. To reach this potential, educators
need to shift from treating this video sharing website as simply ‘virtual libraries’ to a space of socializing,
commenting, creating, collaborating and assessing (Duffy, 2007).