Exploring Vocabulary Learning Affordances of Netflix for Tertiary EFL Learners

Abstract

Vocabulary plays an essential role in English language proficiency, as it enables learners to understand and communicate effectively. In the digital era, vocabulary learning opportunities extend beyond formal classrooms instructions through various digital platforms, including Netflix. By providing authentic audiovisual content, English subtitles, and interactive viewing features such as pause and replay, Netflix offers potential affordances for vocabulary learning. However, limited attention has been given to how tertiary EFL learners experience these affordances. Therefore, this study aimed to explore the vocabulary learning affordances experienced by tertiary EFL learners when using Netflix. This study employed a qualitative descriptive design involving four tertiary EFL learners from the English Education Study Program at a university in East Java. The data were collected through semi-structured interviews and analyzed using thematic analysis based on Braun and Clarke's framework (20060. The findings indicated that English subtitles helped participants recognize unfamiliar vocabulary and connect written forms with spoken pronunciation. The pause and replay features provided opportunities to review challenging scenes and encounter vocabulary repeatedly. Furthermore, the integration of auditory, visual, and textual input supported participants in inferring word meanings, recognizing pronunciation, and understanding vocabulary in context. Through authentic language exposure, participants also encountered various vocabulary items, including everyday expressions, idioms, slang, and genre-specific terminology. Despite these benefits, participants experienced challenges related to unfamiliar vocabulary, rapid speech, and access limitations, including subscription costs. In conclusion, Netflix provides meaningful affordances for incidental vocabulary learning by combining multimodal input, authentic language exposure, and interactive viewing features. When actively utilized, these affordances can support learners vocabulary development and autonomous learning as a supplementary resource to learn English.