Netflix and L2 learning: A case study

Abstract

<p>The evolving video viewing habits of consumers combined with advances in mobile technology have resulted in the growth of video on demand (VOD) services. While these video streaming services potentially offer several benefits for L2 learners, little is known about them in the context of language learning. Thus, this study fills this gap in the literature by examining EFL students’ views of Netflix, the leading provider of subscription VOD. The study also investigates the extent to which EFL learners use Netflix for L2 learning and the means by which they access the service. Nine Japanese EFL students participated in the study and were given three months to use Netflix. The participants were then interviewed to obtain their opinions of the video streaming service. Four themes were extracted from the interview data: (1) enhanced learning effectiveness, (2) increased L2 motivation, (3) better access to L2 knowledge, and (4) hindered convenience. It was also found that the learners watched primarily through mobiles devices rather than PCs, and viewed more L2 titles than L1 programming. These results illustrate that subscription VOD has the potential to foster L2 learning and underscore the necessity for more research into their use for language learning.</p>

Motivasi Milenial Menonton Layanan Streaming

“…Meski mirip, khalayak memiliki motivasi berbeda saat menonton TV dengan SVOD (Kim et al, 2016). Berdasarkan literatur U&G teknologi berbasis internet, terdapat tipologi termasuk yaitu informasi (Dizon, 2018;Rubin, 1981;Weiss, 1971), mengisi waktu (Gan & Tan, 2017;Kim et al, 2016;Rubin, 1981); pengalaman terkustomisasi dan media displacement . Selain itu terdapat perluasan atau ekspansi dari tipologi yang sudah ada, termasuk hiburan hedonistik & eudaimonik (Matrix, 2014;Oliver & Raney, 2011); pindah waktu dan tempat (Jancovich, 2011;McClung & Johnson, 2010;Steele et al, 2015); relaksasi/kenyamanan (Kim et al, 2016;Kubey & Csikszentmihalyi, 2002;Rubin, 1981;Sung et al, 2018); pengalihan/pengalaman imersif (Agrawal et al, 2019;Elihu Katz & Foulkes, 1962;Ruggiero, 2009;Tefertiller & Sheehan, 2019).…”

“…Informasi dan edukasi adalah salah satu tipologi dominan dalam studi media (Weiss, 1971) dan merupakan kebutuhan dasar khalayak (E Katz et al, 1973). SVOD menjadi sarana baru untuk mempelajari keterampilan praktis (Dizon, 2018), karena video bisa digunakan untuk memahami dan memperoleh keterampilan baru (Surgenor et al, 2017). Proses belajar secara audiovisual pun didukung sarana ponsel cerdas yang memfasilitasi pencarian informasi (Fullwood et al, 2017).…”

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

“…Advice for informal viewing can be found in learner blogs (Appleton, 2019) or the mainstream media (Tapper, 2019), where informal language learners share their experiences. Dizon (2018) has explored the behaviour of informal viewers through a survey study. Provided with access to a Netflix account and a basic training session, students were given no direction on how to watch TV programmes or movies through the video streaming service.…”

Functional caption literacy development through intra-formal L2 viewing

“…In other words, familiarity with Netflix and caption literacy in gesting that the learners did not want to rely on their L1, but also did not have the proficiency needed to view the video without subtitles. In a further study, Dizon (2018) provided nine Japanese EFL students with free access to Netflix for three months to find out how language learners use the resource in their own time without formal instruction. Most comments collected under the theme of learning effectiveness referred to the benefits of subtitles for comprehension and vocabulary learning.…”