Recent years have seen an explosion in video content available online. Yet there is relatively scant research on if, how, and why second language (L2) learners engage with videos in their target language as part of their self-directed study—especially for languages with a smaller media footprint. This paper presents qualitative findings from a longitudinal study of the self-directed study behaviours, collected through learning diaries and stimulated recall interviews, of eight intermediate-advanced learners of Auslan (Australia Sign Language) enrolled at an Australian higher education provider. Findings show that our participants were sporadic video watchers, who largely relied on YouTube and social media for discovering Auslan content. The lack of an Auslan media industry means that online texts were often dry informational texts or user-generated content of varied quality and this negatively affected some participants motivation for watching. However, when they made time to engage with it, participants proved themselves to be highly strategic L2 viewers, who used a sophisticated range of approaches in comprehending linguistically demanding content.
Willoughby et al. (Mon,) studied this question.
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