Watching video is maybe just like a hobby : A case study of video streaming for informal, self-directed foreign language learning
[EN] Video streaming is a common social practice in modern society, especially among today s youth. Many people are also using these services as a resource for informal learning. However, few studies have examined the use of video streaming for self-directed foreign language (FL) learning beyond the...
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| Formato: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/213155 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/213155 |
| Access Level: | acceso abierto |
| Palavra-chave: | Informal language learning Literacy practice Self-directed learning Video streaming Digital wilds Foreign language learning |
| Resumo: | [EN] Video streaming is a common social practice in modern society, especially among today s youth. Many people are also using these services as a resource for informal learning. However, few studies have examined the use of video streaming for self-directed foreign language (FL) learning beyond the classroom. The present study addresses this research gap, it explores why language learners use video streaming to view FL content and examines how this digital literacy practice affects FL learning. A case study design was adopted, and data collected from 12 Japanese university students was analysed. Data was gathered from multiple sources including reflective writing reports, photo screenshots, and semi-structured interviews. Reflective thematic analysis of the data indicated that the language learners video streamed FL content for two reasons, either to purposefully study the FL or primarily for reasons not directly connected to language learning, i.e., for entertainment or interest-based purposes. Video streaming contributed to the learners FL development in three ways: (i) it supported language learner autonomy; (ii) it enhanced learner motivation; and (iii) it increased intercultural awareness. These results bolster the limited research on FL video streaming beyond the classroom and highlight the affordances of this digital resource for self-directed language learning. |
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