In Real Life (IRL) streaming is a rapidly-growing practice of Internet broadcasting real-time video footage of daily routines, social events, personal interactions, and travel adventures. This participatory form of social media allows for a high degree of viewer interaction and collaboration through text-based chats with the streamer. Previous studies have examined the affordances of live-streaming in language learning, however, there is a notable gap in the literature regarding IRL streaming and language learning. As IRL streaming takes place ``in real life,'' there is ample opportunity for authentic language exposure and cultural immersion in every-day contexts, as well as affordances for interactive learning through the real-time chat function to communicate with both the streamer and other viewers.

This qualitative study uses participant observation to investigate what happens when Japanese university students use IRL streaming as a novel approach to English language learning. When learners were given a unique opportunity to immerse themselves in authentic, real-life language contexts they engaged in interactive learning to participate, ask questions, and receive immediate feedback, enhancing their engagement and motivation. They also were able to engage in the target language culture, gaining insights into cultural nuances, expressions, and customs.

This paper also discusses the pedagogical implications for learner autonomy, cultural competence development, and integrating livestream-based activities in the language learning curriculum. Ethical considerations of IRL streaming are also covered, discussing the inherently necessary issues of consent, privacy norms, and varying local regulations.

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Abstract Summary
In Real Life (IRL) streaming is a rapidly-growing practice of Internet broadcasting real-time video footage of daily routines, social events, personal interactions, and travel adventures. This participatory form of social media allows for a high degree of viewer interaction and collaboration through text-based chats with the streamer. This paper also discusses the pedagogical implications for learner autonomy, cultural competence development, and integrating livestream-based activities in the language learning curriculum. Ethical considerations of IRL streaming are also covered, discussing the inherently necessary issues of consent, privacy norms, and varying local regulations.

Authors:
Ryan Barnes, Nagoya Gakuin University, Japan

About the Presenter(s)
Dr Ryan Barnes is a University Assistant Professor/Lecturer at Nagoya Gakuin University in Japan

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