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Table 8 Frequency Distribution of Items Responses from the questionnaire (n = 14)

From: Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example

Item Frequency - Percentage Implication
Q30. Did you use the YouTube closed captions and its adjustable settings related to font size, color, opacity and the playback speed for learning and improving writing?
Yes
No
14–100%
0–0%
This suggests that learners leveraged to a great extent this built-in facility of personalization to make the input more comprehensible and the language used more easily and clearly noticeable and learnable.
Q31. Did you often share with other learners the interesting and useful videos which helped you in learning writing and learnt from the interesting videos they or the YouTube itself suggested you for learning writing?
Yes
No
13–92%
1–7%
This suggests a great deal of engagement with this tool and material for learning, i.e., this is an example of networking and interactivity.
Q32. Did you often use and share what you have thought and learnt in these YouTube videos whenever you write in English whether that is a writing assignment or a comment in the comments/ live chat section on YouTube?
Yes
No
8–57%
6–43%
This shows the actual practice of the target language skill (i.e., writing) through direct interaction with other learners and a given multimedia material using this ICT technology; this is an instance of inclusiveness & interactivity.
Q33. Did you subscribe and passionately follow the YouTube channels due to their rich language input and engaging multi-media materials for learning and improving your English writing?
Yes
No
10–71%
4–29%
This is an indication that learners found in YouTube a learning environment due to its rich language input and engaging multi-media materials.