DIGITAL IMMERSION AND LINGUISTIC OUTPUT: EXPLORING THE ENGLISH WRITING PROFICIENCY IN MALE AND FEMALE CHARTERED ACCOUNTANCY STUDENTS WITH AND WITHOUT NETFLIX EXPOSURE

Abstract

English language, particularly proficiency in the writing in English language, holds considerable importance for the Chartered Accountancy students, since all the instructions given to them are predominantly in the English Language. With the advent of digital technologies like Netflix, students are getting more inclined towards its usage, in bid to polish their English language skills. This underlying research study examines the impact of exposure to the streaming platform, Netflix, on the English writing proficiency of male and female Chartered Accountancy students. The current research study has incorporated a qualitative research methodology to achieve its objectives. Additionally, by considering and rigorously analyzing the written excerpts from both Netflix users and non-users, with the help of the Common European Framework of Reference for Languages (CEFRL), the study investigates differences in vocabulary usage, sentence variety, and tense accuracy. The study's findings reveal that, while Netflix exposure somewhat improves vocabulary usage and tense accuracy, it has no meaningful impact on sentence variation. Both male and female students, with and without Netflix exposure, displayed corresponding levels of writing proficiency, calling into question beliefs surrounding the streaming service's influence on language learning. However, Netflix users made slightly fewer tense errors. Given the study's narrow scope (focused on a single college), future research should include numerous institutions to ensure greater generalization. To be very conclusive, this study advances knowledge about the function of digital media in specialized academic domains for the English language learning.