In contact with English. Informal Media-driven learning among Italian university students

The increasing presence of English in global communication and digital media has transformed the ways in which young people engage with language learning beyond the formal classroom setting. This volume presents the first-phase results of the national PRIN research project “The informalisation of English language learning through the media: language input, learning outcomes and sociolinguistic attitudes from an Italian perspective”, a large-scale, multi-layered investigation into the informal linguistic behaviours of Italian university students. While previous studies have offered valuable insights into localised and small-scale trends, this project marks the first systematic attempt to map and analyse the broader patterns of English language exposure and acquisition among Italian youth in diverse educational and social contexts. The study aligns with a spatial perspective on Second Language Acquisition (SLA), emphasising the role of physical, virtual and mediated environments in shaping linguistic encounters and learning experiences. Recognising that informal engagement with English occurs in diverse, often private, spaces – including online platforms, entertainment media and interpersonal interactions – this research adopts a multifaceted methodology. By combining quantitative surveys, qualitative interviews and longitudinal analyses of individual learning trajectories, the project seeks to uncover how university students navigate and integrate English into their daily lives, particularly in an era of increased digitalisation and internationalisation. The research primarily focuses on how media exposure affects language learning, a topic that has become increasingly significant in current discussions about SLA. Given the evolving nature of media, this study adopts a broad definition that encompasses both traditional and digital forms. While distinctions are often made between traditional media (e.g., books and television) and new media (e.g., internet-based platforms and digital tools for interacting with online content), this research acknowledges that these distinctions have blurred over time. Consequently, the term ‘media’ is used to encompass all analogue and digital formats, spanning traditional sources such as print and broadcast, as well as online entertainment, digital information platforms and the various technologies that facilitate access to, interaction with, and dissemination of content. Drawing on theoretical frameworks like the Comprehension Hypothesis, the Interaction Hypothesis and usage-based approaches, the study explores how various media forms – such as films, television, online videos, social media and video games – act as sources of English input. The results add to the growing literature emphasising the importance of comprehensible and multimodal input in promoting language acquisition beyond traditional classroom environments. Organised into three interconnected phases, this national PRIN project offers a thorough investigation of informal English learning. The first phase, outlined in this volume, looks at the media habits and language behaviours of students from four Italian universities (Pavia, Pisa, Salento and Catania), revealing differences in access, motivation and engagement. The second phase goes further into qualitative aspects, providing insights through interviews that reflect students’ attitudes, self-perceptions and motivations for using English informally. Lastly, the longitudinal aspect of the study monitors the developmental facets of informal language learning, shedding light on how media exposure to English affects language proficiency over time. This volume is designed to give a thorough overview of the research process and its findings. Chapter 1 explores the rise of informal English learning, driven by digital media and globalisation, and its impact on language acquisition beyond formal education. It highlights theoretical frameworks such as spatial perspectives, autonomy and incidental learning, while also presenting empirical data on evolving linguistic behaviours across Europe. Finally, it introduces the PRIN research project, detailing its scope, methodologies and relevance within Italy’s shifting linguistic landscape. Chapter 2 sets the stage for informal English learning by outlining the formal language education system in Italy, which is essential for understanding how students engage with English outside the classroom. Chapter 3 explains the research methodology, detailing the design and execution of the questionnaire and lexical test given to university students. Chapter 4 offers a detailed analysis of students’ informal interactions with English through various media sources, while Chapter 5 looks at how personal and social factors influence their language-related behaviours. Chapter 6 examines the results of the vocabulary test, investigating the links between informal exposure and language proficiency. Chapter 7 explores students’ motivations for interacting with different types of English-language media. The final chapter summarises the key findings, emphasising their broader implications for language learning and multilingual education. In the larger context of Italy’s changing linguistic environment, this research addresses an important gap by illuminating the dynamic relationship between informal media exposure and English language learning. With the rise of digital and global communication channels, the study’s findings carry significant weight for language education policies, media literacy programmes and the advancement of multilingual skills. By providing a detailed examination of informal learning paths, this volume adds to the ongoing debate on the impact of media-driven second language acquisition and its potential to create fair language learning opportunities in today’s society.