Uncovering English Language Learners’ Reflections on Language Learning with Netflix

The evolving advancements in technology have resulted in a wide range of multimedia learning materials, including films, television shows, and the Internet, being used in foreign language learning classrooms. While such video streaming services potentially offer several benefits for L2 learners, there is a dearth of research on Netflix and its relevance to foreign language learning, as users often associate it with leisure viewing instead of utilizing it for foreign language learning. Thus, the present qualitative study fills this gap in the literature by examining EFL students’ reflections on Netflix after their experience of 4-week Netflix use. This study aims to explore a) L2 learners’ reflections on learning English using a novel digital tool and b) the affordances and constraints of this tool by watching four full-length Netflix documentaries/series/movies. The participants are university students from an intermediate-level English class (n = 38). Within the scope of this research, the data were gathered through pre- and post-open-ended questionnaires, reflection papers, and focus group interviews. The collected data were analyzed for specific themes and topics related to the research questions and organized into overarching categories with the aim of providing insights into the potential of Netflix as a language-learning tool. Finally, the results were discussed, along with their implications and future directions for research.