Language learning with Netflix: from extensive to intra-formal learning

Abstract

<p>This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.</p>

Functional caption literacy development through intra-formal L2 viewing

“…The dynamic use of subtitles and captions adds a twist to caption studies in formal settings, comparing the effectiveness of L1 vs. L2 vs. no subtitle viewing conditions (Dizon 2016;Markham et al, 2001) and is recently extended with the reversed subtitle option (Kim, 2020). The dual use of subtitles and captions for out-of-class L2 viewing was also observed in Alm's (2021) pilot study. She found that some students used both German and English subtitles, either to look up words or phrases or, using a "sandwich" approach, playing sequences three times (changing subtitles from German to English and back to German) to increase comprehension and retention.…”

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

“…This is unlike child learners, who are not as mature and are more reliant on prescribed textbooks as well as being heavily dependent on teacher input. Still, such an observation is not to suggest that an exclusively music-based teaching methodology be adopted; rather, using songs as supplementary materials (as was consistently advocated by some of the participants) can promote a blended teaching approach or "intra-formal" (Alm, 2021) kind of language instruction. The major educational value of music for adult EFL learners is that prerequisites such as engagement and interest in the foreign language (and hence culture) are already met considering humans' general predilection towards music.…”

Streaming Media for English Language Learners’ Vocabulary Development: A Systematic Review of Features and Challenges

“…Recent studies and debates suggest that streaming media could significantly change how vocabulary is learned and developed. Teachers and students report how such immersion makes learning more interesting and unforgettable, leading to an appreciation of different cultures (Alm, 2021;Masrai, 2019). However, the ways in which streaming media contributes to ELLs' vocabulary development and challenges involved in its utilization are not yet fully clear.…”