Exploring the Role of Instagram in Learning English and Enhancing EFL Learners' Motivation

Document Type : Original Article

Authors

1 Professor, Department of English Language and Literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran

2 PhD Candidate, Department of English Language and Literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran

Abstract

Instagram, a widely popular platform, has become an influential tool for teaching and learning English by delivering daily updates of new language content on various Instagram pages and accounts. This study examines the effect of Instagram on learners' motivation to learn English and evaluates its advantages and disadvantages for educational purposes. A mixed-methods approach was utilized, incorporating quantitative data collected through a questionnaire distributed among 100 Iranian EFL learners and qualitative data gathered via semi-structured interviews with five teachers who actively employ Instagram in English instruction. Findings revealed that Instagram significantly boosts learners' motivation, with participants expressing positive views about the platform. Key advantages include its engaging and diverse content, as well as its potential to enhance skills and subskills like speaking and vocabulary. In spite of these benefits, certain drawbacks were identified, such as the presence of distracting non-educational content, limited interaction opportunities, and restrictions in fostering deep learning and comprehensive teaching. The study concludes that Instagram offers notable benefits for English education, particularly in motivating learners and providing varied content. However, to fully benefit from its educational potential, it is important to implement strategies that address the challenges identified. Balancing its strengths and limitations is essential to make Instagram more useful in English language education.

Keywords

Main Subjects

References

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History

  • Receive Date: 11 August 2024
  • Revise Date: 05 December 2024
  • Accept Date: 09 January 2025

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