May 2025 – Volume 29, Number 1
https://doi.org/10.55593/ej.29113m2
| Title | Learn English with TV Series |
| Type of Product | YouTube channel that helps English language learners with English lessons using modern TV shows, music, and movies. It is hosted through YouTube, an online video-sharing and social media platform. |
| YouTube Channel | https://www.youtube.com/c/learnenglishwithtvseries |
| Platform | Google Chrome, Firefox, Safari, Windows 7+, Mac OS X 10.7+ |
| Device/Hardware requirement | It can be accessed through devices with Internet connection with 500+ Kbps including Smart TVs, smartphones, tablets, laptops, desktop computers, game consoles, streaming devices, and Smart displays. |
| Price |
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This review will provide an overview of the YouTube channel Learn English with TV Series. It will outline a general description of the key features and content of this channel, along with an evaluation focusing on the value of this resource concerning L2 listening skills, increasing vocabulary and use in the ESL/EFL classroom, as well as some critiques on its content and efficacy of use for language teachers and learners. Finally, the last section of this review will summarize the findings and comment on its application inside and outside the classroom.
General Description
Learn English with TV Series is a free YouTube channel created by RealLife English, a team of native and non-native English fluency coaches aimed at helping language learners learn through visual media. Their objective is as follows: “We will teach you how native speakers really speak, with dynamic English lessons full of humor, jokes, and real-life examples of English pronunciation, vocabulary, cultural tips, and grammar.” They achieve this using media, such as modern television shows, movies, and music, integrating them into their free PDF and video lessons. Their site currently consists of over 500 videos, and new video lessons are released weekly, ensuring their content is up to date.
Users must be familiar with using YouTube to navigate this channel and do not need to make a new account if they already have a YouTube account. The channel is easy to navigate, and the home page encourages users to browse their top categories: For You, Popular Lessons, and Video + Free PDF Power lessons, as illustrated in Figures 1a and 1b. The videos are organized into playlists, but users may view all available videos under the Videos tab. There is also a Shorts tab where users may browse lessons that are under a minute long. Other video categories include learning English with celebrities, popular music, TV series, and Disney movies. The videos generally range from 10-30 minutes for full lessons, and under a minute for their short lessons.
Figure 1a. Home page playlist categories
Figure 1b. Other playlist categories
The videos are focused mainly on teaching users English expressions and vocabulary, with some grammar and pronunciation instruction. Most of their videos are similarly structured providing instructions to the user regarding how to view the videos and highlighting target vocabulary and expressions in each lesson, as shown in Figure 2a. As displayed in Figure 2b, users should watch the video with the provided subtitles, rewatch the scenes with instructor explanations and additional examples of key expressions and vocabulary, and test their understanding through video-embedded multiple choice quiz questions.
Figure 2a. Highlighted expression
Figure 2b. Structure of videos
The videos include clips of movies and TV shows with examples of the subject at hand. They provide plenty of definitions for phrases and expressions and succinctly describe language form, meaning, and use. Some videos also provide users with additional tips on improving their language skills, as well as quizzes of varying degrees of difficulty where users can test their knowledge, as seen in Figure 3.
Figure 3. Comprehension quiz
Evaluation
This section will explore both the strengths and limitations of using Learn English with TV series as a tool for language learning. First, we will examine its strengths, particularly its value in offering an effective way to develop and exercise listening skills crucial for L2 acquisition. Brown (2016) states, “Researchers have found captions and subtitles useful for the development of word recognition, for comprehension of details, and for reducing anxiety” (p. 206). All of their videos are subtitled, which aids listeners’ acquisition and retention of new language by connecting sounds with meaning. Additionally, the visual context of the videos can also help with comprehension and retention of new vocabulary and expressions.
Furthermore, although most videos feature American or British English, they do include a range of English speakers from different regional, linguistic, and cultural backgrounds. For example, there is a video on advanced vocabulary and expressions focused on speakers of Birmingham-accented English (Figure 4a), explaining their unique colloquialisms and slang in detail. Other videos focus on phonological features of a particular accent, such as a London accent, as shown in Figure 4b.
Figure 4a. Birmingham accent
Figure 4b. Phonological features of a London accent
Other videos highlight the use of English in sports by international athletes, such as Portuguese and Brazilian professional soccer players Cristiano Ronaldo and Neymar Jr., and the cultural significance of events like the World Cup where English is used among players. Exposing language learners to diverse English varieties is essential as the language functions as an international lingua franca and is used in multicultural social and professional environments around the world (Kubota, 2012; Matsuda, 2002).
Additionally, this channel is excellent for self-directed learning because it provides free lessons on a readily available platform, allowing language learners to adjust their learning to their schedules and preferences. The engaging and interactive videos cover many aspects of the English language, such as pronunciation practice and grammar lessons, with quizzes and exercises that users can complete at their own pace. Users can choose what to watch based on their interests, making language practice easier to integrate into their daily lives, while also making the learning process more enjoyable.
Spoken language can be more difficult for English learners to comprehend because “compared to written language, spoken language contains more colloquial expressions, slang, and nonstandard grammar” (Chang, 2016, p. 113). Spoken language varies from person to person, which can be confusing for English learners, and Learn English with TV Series has many helpful lessons regarding the unique qualities of spoken language. Figure 5 illustrates an example of a lesson on how native English speakers often remove the final ‘g’ in gerunds. Additionally, Learning English with TV Series can be a valuable resource for English as a Foreign Language (EFL) learners, particularly in communities or home countries where English is not commonly spoken. Movies and TV shows can increase exposure to more conversational English, including slang, colloquial expressions, and accents that may not be found in traditional classroom settings, and can also be a great source for facilitating their understanding of cultural references, social norms, and language usage in culture-specific contexts necessary for language proficiency.
Figure 5. Gerund lesson
While useful, this technology has some limitations in its use in the ESL/EFL classroom, especially pertaining to its organization. For example, video filtering is limited to the general YouTube filter options (Latest, Popular, and Oldest), and users cannot effectively filter the videos by subject, grammar structure, or language level. Additionally, the vocabulary and language structures are random, so users are subject to whatever topic or vocabulary is covered in a particular video. Teachers would have to skim each video to see if they would apply to their lessons and if they are appropriate for the student level.
Additionally, Learn English with TV Series would be more effective if they categorized their videos into topics rather than catchy titles, for example, if they organized their videos under “Learning Adverbs” instead of “Learn English with Celebrities.” Users might also benefit from having the videos grouped by ability level, as searching through all the videos to find an appropriate level or topic can be time-consuming.
It is also important to note that some videos contain explicit language and slang, explaining these words and phrases in detail. While these videos may be valuable for adult learners, teachers should assess the content beforehand if they intend to utilize this resource with younger students.
Conclusion
If used strategically, Learn English with TV Series could be beneficial for both ESL/EFL teachers and learners of all levels and ages. If teachers plan on using this technology, they should do so as supplemental material to their lesson plans and expand upon the concepts featured in the videos, keeping in mind that some videos are targeted to varying English proficiency levels. As previously mentioned, teachers should adhere to only using child-friendly videos if teaching younger learners, as some content in their other videos may be too advanced or inappropriate.
Although there are some shortcomings regarding the site’s organization and specific content, it is an easy-to-use free resource that any teacher can use to incorporate technology and improve student engagement. While the in-video comprehension quizzes are not given in real-time, teachers can adapt them to use in their classroom. Moreover, teachers can encourage students to use Learn English with TV Series as a tool for listening practice outside of the classroom and as a way to practice narrow listening, a method in which language learners listen to media they are interested in to gain more listening comprehension (Krashen, 1996).
Overall, Learn English with TV Series is a fantastic resource, especially for self-starters interested in learning English through pop culture. Though they have videos aimed at children and beginners, most of the content is best suited for older learners with at least a beginner-level grasp of English. Additionally, all of the content in their channel is free and accessible to all learners. Students interested in pop culture, television, and media likely will find Learn English with TV Series an engaging way to increase their exposure to authentic English.
About the Reviewers
Daniela Cecilia Monterroso is a graduate student in the Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) program at California State University, San Bernardino. She has a bachelor’s degree in Communicative Disorders from San Francisco State University. Daniela is a TESOL-certified, Spanish-English bilingual speaker of Central American descent with a professional background in post-secondary education outreach to high school and middle school students. ORCID ID: 0009-0003-6705-8733 <daniela.monterroso6660
coyote.csusb.edu>
Tamara Mae Roose is an Assistant Professor at California State University, San Bernardino in the U.S. where she teaches technology-enhanced language learning in the MA in TESOL program. Tamara has over 15 years of teaching experience with adult language learners in both in-person and online contexts in the U.S. and overseas. She holds a PhD in Teaching and Learning with a specialization in Foreign, Second, and Multilingual Language Education from The Ohio State University. ORCID ID: 0000-0003-1689-0119 <tamara.roosecsusb.edu>
To Cite this Review
Monterroso, D. C., & Roose, T. M. (2025). Review of Learn English with TV Series. Teaching English as a Second Language Electronic Journal (TESL-EJ), 29 (1). https://doi.org/10.55593/ej.29113m2
References
Brown, S. (2016). L2 Listening [EBook]. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (1st ed., Vol. 3, pp. 201–213). Routledge. https://doi.org/10.4324/9781315716893
Chang, A. C. (2016). Teaching L2 listening: In and outside the classroom. In English language education (pp. 111–125). https://doi.org/10.1007/978-3-319-38834-2_9
Krashen, S. (1996). The case for narrow listening. System, 24(1), 97–100. https://doi.org/10.1016/0346-251x(95)00054-n
Kubota, R. (2012). The politics of EIL: Toward border-crossing communication in and English. In A. Matsuda (Ed.), Principles and practices of teaching English as international language (pp. 55-69). Multilingual Matters.
Matsuda, A. (2002). “International understanding” through teaching world Englishes. World Englishes, 21(3), 436-440. https://doi.org/10.1111/1467-971X.00262
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