University Students’ Perceptions on Netflix and Subtitles for English as a Second Language Learning

  • Nur Fatihah Shahril Academy of Language Studies Universiti Teknologi Mara
  • Nor Eleyana Abdullah Universiti Teknologi Mara


Known to be one of the most popular online video streaming services, Netflix has gained a large number of users for its extensive authentic videos and how it greatly benefits language learning (Dizon, 2016). Despite its popularity, its purpose to serve as the source of language learning is often overlooked, particularly for English as a Second Language (ESL). Thus, this study is aimed to determine university students' perceptions towards Netflix as a tool for English as a second language learning and to examine university students’ opinions of subtitles as a tool to assist English as a Second Language (ESL) learning. The theoretical framework adopted in this study is Multimedia Learning Theory by Mayer (2005). Next, a semi-structured interview (SSI) consisting of six (6) questions was administered to 12 Universiti Teknologi MARA (UiTM) students. Then, the data was analyzed using thematic analysis based on the five (5) themes that were adapted from Dizon (2021). The findings highlighted all five (5) themes which are authenticity, recreation, convenience, comprehension and recall for Research Objective 1 and only two (2) themes which are comprehension and recall for Research Objective 2.  It is concluded that university students perceived Netflix and subtitles for English as a second language learning positively. It is hoped that this study contributes more insights for future researchers, students and instructors on the advantages of utilising tools such as Netflix and subtitles on learning English as a Second Language (ESL).


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How to Cite
SHAHRIL, Nur Fatihah; ABDULLAH, Nor Eleyana. University Students’ Perceptions on Netflix and Subtitles for English as a Second Language Learning. Journal of Creative Practices in Language Learning and Teaching (CPLT), [S.l.], v. 10, n. 2, p. 67-79, nov. 2022. ISSN 1823-464X. Available at: <>. Date accessed: 06 feb. 2023. doi:

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