Abstract
This exploratory qualitative case study applied Complex Dynamic Systems Theory to examine Spanish learners' integration of Netflix viewing into formal educational contexts to enrich vocabulary learning. The study followed three Spanish learners enrolled in a university course that incorporated an out-of-class Netflix viewing project. The study revealed learners' personalised and contextualised approaches to constructing vocabulary learning practices while engaging in this activity. Learners used the digital platform creatively, seizing on its affordances to meet their needs and preferences. The emergent and adaptive nature of the vocabulary learning pathways observed highlighted the individual developmental variations inherent in dynamic systems. The findings confirm the value of guided, learner-driven integration of digital resources such as Netflix to promote personalised lexical development in foreign language learning.