Netflix’in Dil Öğrenimi İçin Kullanımına Dair Sistematik Bir Literatür İncelemesi

Öz

Birçok dil öğrenicisi artık sınıf dışında Netflix'e yönelse de, Netflix'in dil öğrenimini nasıl ve ne kadar desteklediğine dair kanıtlar hala sınırlıdır. PRISMA yönergesini takip eden bu sistematik inceleme, ERIC, Scopus ve Web of Science'tan elde edilen çalışmaları temel almaktadır. 420 kayıttan, dahil etme kriterlerini karşılayan sekiz hakemli ampirik çalışma analiz edilmiştir. Sonuçlar, Netflix'in kelime dağarcığını geliştirmeye, dinleme becerilerini iyileştirmeye, öğrenci motivasyonunu artırmaya ve otantik dilsel ve kültürel girdiye erişim sağlamaya yardımcı olabileceğini göstermektedir. Netflix'in çok modlu içeriği ayrıca öğrenci özerkliğini ve tesadüfi öğrenmeyi teşvik etmektedir. Öte yandan, çalışma, bilişsel aşırı yüklenme, minimal pedagojik rehberlik ve öz bildirim verilerine aşırı bağımlılık gibi kalıcı zorlukları ortaya koymaktadır; mevcut literatür metodolojik olarak dar ve bağlama özgüdür. Makale, daha fazla boylamsal ve deneysel araştırmayı, altyazı kullanımına daha yakından dikkat edilmesini ve Netflix'in dil öğretimi uygulamasına daha bilinçli bir şekilde entegre edilmesini önermektedir.

Anahtar Kelimeler

• dijital medya
• dil öğrenimi
• öğrenci özerkliği
• çok modlu girdi
• Netflix
• altyazılar
• kelime dağarcığı edinimi

A Systematic Literature Review of Netflix for Language Learning

Öz

Although many language learners now turn to Netflix outside the classroom, there is still limited evidence on how—and how much—it supports language learning. Following PRISMA guidelines, this systematic review draws on studies retrieved from ERIC, Scopus, and Web of Science. From 420 records, eight peer-reviewed empirical studies met the inclusion criteria and were analysed. Collectively, the results indicate that Netflix can help enhance vocabulary, improve listening skills, increase learner motivation, and provide access to authentic linguistic and cultural input. Netflix's multimodal content also encourages learner autonomy and incidental learning. Conversely, the study reveals persistent challenges, including cognitive overload, minimal pedagogical guidance, and a heavy reliance on self-reported data, with the existing literature being methodologically narrow and context-specific. The article urges for more longitudinal and experimental research, closer attention to subtitle use, and more deliberate integration of Netflix into language teaching practice.

Anahtar Kelimeler

• digital media
• language learning
• learner autonomy
• multimodal input
• Netflix
• subtitles
• vocabulary acquisition

Kaynakça

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