Mobile assisted language learning in learning English through social networking tools: An account of Instagram feed-based tasks on learning grammar and attitude among English as a foreign language learners

Abstract

Advancement of social media in the modern era provides a good incentive for researchers to unleash the potential of social networking (SN) tools in order to improve education. Despite the significant role of social media in affecting second/foreign language (L2) learning processes, few empirical studies have tried to find out how Instagram feed-based tasks affect learning grammar structure. To fill this lacuna of research, the current study set forth to delve into the influence of Instagram feed-based tasks on learning grammar among English as a foreign language (EFL) learners. In so doing, a sample of 84 intermediate EFL learners were randomly divided into experimental and control groups. The learners in the control group received regular online instruction via webinar platforms. In contrast, the learners in the experimental group were exposed to Instagram feed-based tasks. Data inspection applying one-way ANCOVA indicated that the learners in the experimental group outperformed their counterparts in the control group. The results highlighted the significant contributions of Instagram feed-based tasks in fostering learning grammar. Furthermore, EFL learners’ positive attitudes toward using Instagram Feed-based Tasks in Learning Grammar was concluded. The implications of this study may redound to the benefits of language learners, teachers, curriculum designers, as well as policy makers in providing opportunities for further practice of Instagram feed-based tasks in language learning and teaching.

Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement

“…It was also determined that a connection exists between AB, academic motivation, and social support [ 62 ]. It was clear that the use of social media could boost students' social support as well as their motivation in the classroom [ 4 , 29 ]. It is possible to draw the conclusion that instruction delivered through Telegram raises academic motivation, social support, and consequently AB.…”

“…The usage of social media is more highlighted during the COVID-19 Pandemic Crisis, which led to school and university lockdowns and necessitated the use of remote learning modalities. Online programs and social media facilitate learning and provide two-way interaction between instructors and their learners [ [1] , [2] , [3] , [4] ].…”

“…MALL is of tremendous assistance in the field of language education, as was reflected in the study of relevant literature [ [4] , [5] , [6] ]. The genesis of the MALL metaphor may be traced back to the convergence of digital technology and language study [ 1 , 7 ].…”

“…In the interactive age, new versions of social media applications, such as Instagram, WhatsApp, Skype, and Telegram, are generated. In these forms of social media, personal interaction and direct feedback is possible [ 4 ]. The accessibility, affordability, and accessibility of social media (in the broadcast age) are the main reasons for its fast and worldwide usage.…”

“…The introduction of the smartphone provides different opportunities for people to communicate more easily and their different functions. The application of mobile device technology in the realm of teaching and learning is called mobile-assisted language learning (MALL) or mobile learning (m-Learning) and is categorized as a branch of computer-assisted language learning (CALL) [ 2 , 4 ]. Despite the vast application of MALL, no field-specific theory was postulated to define it and its perspectives.…”