Through collecting data on English aptitudes, it has been proved that students learn more from looking at English films and TV shows than they do learning from textbooks in the classroom. Many Taiwanese students already start Learning English in Kindergarten, particularly in those schools that offer a bi-lingual curriculum. But it is those students who continue to hone their skills via English-speaking TV shows and Movies who get ahead and begin to speak like Native Americans. Netflix, Disney+, Google and Amazon all offer interesting ways to improve Students’ English. By focusing on Students’ needs and interests, their desire to improve their English skills is immeasurably heightened. In this paper, I want to highlight new approaches on the ways and means to a higher command of English usage through looking at English programs on the screen.

The rise of social media has transformed translation and language learning. Bilingual YouTubers, such as Hailey Mo and Adam, act as intercultural mediators by mobilizing English and Chinese alongside multimodal resources—including bodily cues, digital features, and pop-cultural references—to teach authentic expressions. Furthermore, they act as informal teachers by creating online English courses, effectively bridging the gap between social media entertainment and pedagogical instruction. This study explores integrating these translingual practices into the classroom through three key concepts:

• Transcreation: As AI and and computer-aided translation handles technical translation, learners must focus on creatively reconstructing texts across cultures (Katan, 2016; Liang, 2025). • Multimodal Language Education: Students use internet databases and automatic translation tools to build linguacultural skills, shifting away from traditional teacher-led authority (Raído et al., 2020). • Ludic Practice: Creators use edutainment (Lee, 2025) and creative subtitling to make learning engaging and fun.

By analyzing conversational clips and screenshots from popular videos (e.g., comparing 7-11 cultures in Taiwan vs. the U.S.), this research demonstrates how real-world digital data helps learners discover how language functions in modern spaces. The study suggests that repurposing data-driven social media activities helps students develop the essential linguacultural skills and digital literacies required in a globalized world.