The emerging phenomenon of L2 vlogging on Bilibilicharacteristics, engagement, and informal language learning

  1. Zhang, Leticia-Tian 1
  2. Vázquez-Calvo, Boris 2
  3. Cassany, Daniel 3
  1. 1 Beijing Foreign Studies University
    info

    Beijing Foreign Studies University

    Pekín, China

    ROR https://ror.org/00jdr0662

  2. 2 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  3. 3 Universitat Pompeu Fabra
    info

    Universitat Pompeu Fabra

    Barcelona, España

    ROR https://ror.org/04n0g0b29

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Revista:
El profesional de la información

ISSN: 1386-6710,  1699-2407

Año de publicación: 2023

Título del ejemplar: Network activisms

Volumen: 32

Número: 3

Tipo: Artículo

DOI: 10.3145/EPI.2023.MAY.01 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: El profesional de la información

Objetivos de desarrollo sostenible

Resumen

The rise of digital technology has provided new opportunities for language learning, extending beyond traditional classroom instruction. Video projects have emerged as an effective tool in foreign language education, yet research on self-initiated and regulated video production for language learning is scarce. This study investigates the phenomenon of vlogging in Spanish as a second language on the Chinese video sharing platform Bilibili, by analyzing 134 Chinese-produced Spanish-language vlogs. The study aims to understand the vlogs’ characteristics, the vloggers’ profile, and the ways they utilize the genre for learning Spanish. Through qualitative virtual ethnography, the study uncovers the presence and learning engagement of Spanish L2 vlogs on Bilibili. The results reveal a diverse range of vlogs, including daily life experiences and adaptations of popular YouTube trends, primarily produced by university students with advanced editing skills. Vloggers incorporate knowledge from both formal education (e.g., the Spanish textbook widely used in China, Español Moderno) and informal contexts. In addition to practicing oral Spanish, L2 vloggers use various forms of writing, including Spanish subtitles and Chinese translation, and mobilize multimodal resources, such as danmu comments for overlaying corrections. Vloggers also adopt discursive strategies for community interaction, such as self-deprecating metalanguage, feedback solicitation, and metalinguistic reflections. The study highlights the potential of video-sharing platforms like Bilibili as tools for language learning, reveals different learning styles in digital environments (self-supervised and interaction-oriented learning), and indicates the direction of integrating daily vlogs and multilingual subtitles into language curricula, emphasizing students’ agency, self-directed digital learning, and transmedia literacy development.

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