The Handbook of Informal Language Learning

10Vlogs, Video Publishing, and Informal Language Learning

TATIANA CODREANU AND CHRISTELLE COMBE

Introduction

Since the late 1990, universities have followed new economic models based on new opportunities offered by the internet in terms of resources and new methods of delivery, in developing blended courses. Online learning and teaching language training modules have been incorporated alongside face‐to‐face education, and research has documented the potential of the webcam for language instruction (Develotte et al. 2010). Moreover, research that has focused on blogs and language learning (Seitzinger 2006) has documented teaching and learning experiences.

However, little has been published so far on vlogs and language learning. Their essential interest lies in the variety and the spontaneity of topics. A 2016 YouTube™ study commissioned by Google shows that millennials exhibit binge‐watching behavior and prefer YouTube as their video destination, and that 79% of them prefer videos created by individuals versus videos created by companies. In a 2018 study, the Pew Research Center confirmed a shift in young people's social media use, with YouTube being the favorite platform for 85% participants (Anderson and Jiang 2018). Waxworks of vloggers such as Zoella and Alfie have been displayed at Madame Tussauds in London since 2015, arguably representing the popularity of vloggers in modern‐day society.

This chapter focuses on informal language learning from YouTube videos that elicits ...