Instagram-Assisted Language Learning in Islamic Higher Education: Toward Online Collaboration

Abstract

The purpose of this study is to investigate instagram use among English pre-service teachers (EPST) to support their language learning in a particular course. This study sought to explore the following research questions: (1) How do EPST explore instagram to accomplish Online Task-Based Language Learning (OTBLL)? (2) What contents are created and shared by EPST to accomplish OTBLL? To collect the data, this study applied observation and content analysis. In addition several tasks were designed to be accomplished by EPST. The findings shows that EPST were able to integrate both the ability to use instagram and the ability to integrate it for OTBLL. The contents that EPST created and shared met the requirement of OTBLL. The contents included several types: creating video to explain topic assigned, writing phonetic transcription, and other tasks. The results of this study are expected to contribute in improving EPST language skills and their ability to explore social media use for language learning. Being able to seize social media to support language learning is a necessary skill to be nurtured for future language teacher in the 21st century.

Instagram Usage in Learning English: A Literature Review

“…Thus, it could not be denied that Instagram is appropriate in the education field. Also, with Instagram, learners can improve their skills and build a brilliant way to the future, allow the learners to arrange their notions with relevant and contextual content, applicable to maintaining learners motivations to learning because it is enjoyable, fascinating, innovative, and adequate to support success teaching-learning process (Handayani, 2016;Pujiati et al, 2019;Romero-Rodriguez et al, 2020;Yudhiantara & Nuryantini, 2018).…”

Students’ Motivation to Learn English Using Mobile Applications: The Case of Duolingo and Hello English

“…Earlier studies on mobile language learning were mostly part of classroom learning (Barakawati, 2013;Bray & Iswanti, 2013;Yudhiantara, 2017;Yudhiantara & Nuryantini, 2018). The mobile technology or applications used were chosen by the teacher.…”

Voices on Instagram Usage in English Language Teaching: A Systematic Review

“…2017;Aloraini & Cardoso, 2018;Anindita, 2022;Sari & Wahyudin, 2019;Zarei & Rudravarap, 2019;Zam, et. al., 2020), followed by the topic of improving students' English language skills using Instagram (32%) (Purwandari, 2017;Yudhiantara & Nuryantini, 2018;Suswati & Saleh, 2019;Utomo & Bastiar, 2021), exploring English learning activities through Instagram (20%) (Purnama, 2017;Avivi & Megawati, 2020;Ubaedillah, et. al., 2021;Misnawati, et.…”