The study follows the individual learning trajectories of two language students who watched L2 Netflix TV-series prior and during a university language course. Through self-reflection and discussion with peers, participants adjusted their viewing behaviour during and again after the completion of the course.
Netflix has opened yet another avenue for language learners to engage in recreational, self-initiated and self-directed second language (L2) learning. Available in 190 countries and in 17 languages, the global TV-network enables people interested in other languages and cultures to watch foreign language programmes dubbed in their own language (L1), subtitled, or with L2 captions. Furthermore, a chrome extension provides simultaneous subtitles in both L1 and L2, and the ability to set up personal digital flashcards. The literature on informal online language learning covers a wide range of studies on intentional or incidental L2 engagement through entertainment, gaming or communication (Sockett, 2014; Sylvén & Sundqvist, 2012).As opposed to studies who use online resources to extend learning experiences in formal settings, investigations into informal learning observe learning practices outside the formal context, embedded in everyday life of learners. The focus of these study is primarily on learning English. The study of this presentation investigates learning experiences from learners of German and Spanish. It further introduces and discusses the concept of intra-formal language learning, extending the extant research on informal language learning. The term intra-formal describes the interdependent nature of informal (self-initiated and out-of-class) and formal (classroom-bound) learning. Intra-formal language learning draws on prior informal L2 exposure, raises the learners' metacognitive awareness and prepares them for more significant subsequent informal L2 engagement. The study follows the individual learning trajectories (through analysis of learner diaries and semi-structures interviews) of two language students who (informally) watched Netflix TV-series in German prior to the beginning of a university language course. As part of an independent study assignment, participants chose a new series and discussed their use of learning and listening strategies amongst each other, leading to an adjustment of their viewing behaviour during and again after the completion of the course.
