Abstract
The expansion of the Netflix TV-network around the globe has made foreign language films and TV-series accessible for formal and informal language learning experiences. As students in educational settings are starting to engage in informal second language (L2) Netflix viewing, it is time that new pedagogical approaches support learners to optimise the resource for successful language learning. This pilot study reports on a project conducted with 12 intermediate level German students who watched self-selected German TV-series. For three weeks, students described and commented on each other’s viewing experiences in their weekly blogs. In a final report, participants reflected on their affective and cognitive engagement with the series. Findings of this study indicate that previous informal exposure to Netflix series positively impacted on the participants’ willingness to engage in extensive out-of-class listening. The learning experience in the formal context positively affected subsequent informal L2-series watching.