Abstract
The study examined the impact of pop culture on second language learning among English major students. Using a mixed-method convergent parallel design, 185 students were randomly selected for the quantitative phase, while 14 were purposively chosen for qualitative analysis. Findings revealed a high level of both pop culture engagement and second language learning, indicating a strong positive correlation. While quantitative results showed students’ high engagement, qualitative findings revealed several emerging themes. These included immersive and inclusive language learning experiences, exposure to real-world English through various media, and the enhancement of core English skills via multimedia platforms. Participants also emphasized authentic language immersion, noted concerns about the influence of informal language or incorrect usage of language, and identified challenges such as technological barriers and gaps in digital language pedagogy. These insights reflect both the advantages and disadvantages of integrating pop culture into second language learning.
