Abstract This study explores the role of Twitch.tv as a digital discourse environment that could have the potential for second language (L2) English learning through multimodal interaction. Through passive, participatory observation of live streams, including taking notes on interaction habits between viewers and content creators and conducting interviews with both a streamer and a viewer, the research identifies three key motivators of interaction on the platform: content, substance, and community atmosphere. The study classifies engagement into three patterns—parallel conversation, intersecting dialogue, and reaction—and examines their impact on learners' potential for language development. Findings suggest that small to mid-sized Twitch communities offer meaningful opportunities for English learners to access L2 input and interaction, making them viable resources for L2 learning, provided users are mindful of platform limitations and community norms.
Kyle L. Kreider (Sun,) studied this question.