“InstaGrammar!” Incorporating Instagram Reel to Enhance English as a Second Language Learners’ Grammatical Accuracy

Sarangapani, Sashikala; Hashim, Harwati

doi:10.4236/ce.2022.136122

Cited by 4 publications

(5 citation statements)

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“…al., 2021;Misnawati, et. al., 2022), and the least was regarding Instagram use in English teaching and learning as perceived by teachers (8%) (Mandasari & Aminatun, 2022;Avivi & Megawati, 2020;Sarangapani & Hashim, 2022).…”

Section: A Distribution Of Research On Instagram Usage In English Lan...mentioning

confidence: 99%

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

Pasha,

Pratolo,

Inawati

2024

Ahmad Dahlan J. English Studies

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In this digital era, Instagram is growing rapidly not only as social media but also as an educational platform, especially in English language teaching and learning. Research investigating further Instagram usage in English language teaching and learning through the systematic review is still scarcely reported. The purpose of this study is to investigate and synthesize the contribution of previous research (2017-2022) related to Instagram usage and its advantages in the ELT context. Several studies were found on the Sinta, ERIC, and Google Scholar databases. 25 articles were selected based on specified criteria stages that refer to Preferred Reporting Items for Systematic Review and three stages of Meta-Analyses (PRISMA). The findings of this research showed the four main themes examined in Instagram in ELT context, namely students' perceptions of using Instagram in learning English (40%), the topic of improving students' English skills using Instagram (32%), exploring English learning activities through Instagram (20%), and Instagram use in English teaching and learning as perceived by teachers (8%); and the five main advantages of using Instagram for learning English: improving language skills (40%), providing fun learning to students (23%), fostering creativity, motivation, and self-confidence (19%), increasing student understanding in ESP classes (9%), and provide opportunities for collaboration (9%).

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Section: A Distribution Of Research On Instagram Usage In English Lan...mentioning

confidence: 99%

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

Pasha,

Pratolo,

Inawati

2024

Ahmad Dahlan J. English Studies

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“…However, the teaching and learning of grammar in Malaysia comes with challenges of its own. This includes the poor grammatical competence of Malaysian students (Hamid et al, 2022;Sarangapani & Hashim, 2022) and a sociolinguistic-related issue such as an inability to choose an appropriate form for spoken grammar purposes (Ruivivar, 2022). Furthermore, the Malaysian education syllabus focuses more on the four skills of English, namely, reading, writing, listening, and speaking, rather than on grammar (Leng et al, 2021).…”

Section: Literature Review English Teaching and Learning Of Grammarmentioning

confidence: 99%

‘Tense Up?’: A Collaborative Gamification Approach in Enhancing Lower Secondary Students’ Utilisation of English Tenses

Yusri,

Huzaimi,

Mohammad Ishak

et al. 2023

IJARBSS

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Grammar is one of the main building blocks of the English language and it comes with a multitude of elements which include tenses. In Malaysia, English is taught as a second language with attention given to all four language skills while grammar is a common component appearing in most of the Textbook units. However, students are still struggling to understand tenses and to use them accurately. Due to this, 'Tense Up?' has been designed to encourage a deeper understanding of tenses and a higher accuracy of its usage. It is gamification with collaborative elements aimed towards lower secondary school students. This paper aims to investigate tenses mastery via collaborative gamification towards lower form secondary school students by utilising the design and development research. Participants were chosen through purposive sampling, and data was collected from 31 Form 2 students from a sub-urban secondary school in Selangor through the use of a pre-test and post-test, survey questionnaire, and interview. Findings show that 'Tense Up?' improves students' tenses utilisation while allowing them to participate in a competitive, collaborative, and enjoyable gamified lesson. This research is hoped to provide an insight for educational stakeholders into how a collaborative gamification approach improves tenses mastery among lower secondary school students.

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“…Kharis et al (2020) explore the use of Padlet for participants at levels A2-B1, showing that social media has the potential to be a tool to support language learning to meet the standards or certain levels on the CEFR standard. Some other studies showed that Instagram can help improve English vocabulary mastery at level B1 (Setyowati, Setiawati, & Khurniawati, 2022) and can boost awareness of grammar knowledge and use (Sarangapani & Hashim, 2022). This is most likely because social media has been today's generation's daily needs, making it more relevant to the students' real-life use.…”

Section: Introductionmentioning

confidence: 99%

The Existence of CEFR Interaction Competence of Communicative Language Activities in TikTok

Ika,

Santosa

2024

stairs

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The increasing popularity of social media apps has the potential to provide teachers and students with a platform for innovative and engaging language learning, one of which is TikTok. However, there is a lack of investigation and explanation on to what extent and how videos available on TikTok can enhance interaction and activities in language learning classrooms. Therefore, this study aims to examine the existence of CEFR interaction competence in communicative activities and its level on selected TikTok videos. This study applied a content analysis method with a qualitative approach using the CEFR reference of the illustrative descriptor scale. The top 250 learning videos from the search results for the hashtag #learnenglish were collected. The findings show that most activities were found in overall oral interaction with a score of 291 and the level was A2 with 46% of occurrences. The findings demonstrate that TikTok learning videos are well-suited as teaching materials for classes at the A2 proficiency level with general oral interaction activities.

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“InstaGrammar!” Incorporating Instagram Reel to Enhance English as a Second Language Learners’ Grammatical Accuracy

Cited by 4 publications

References 10 publications

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

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

‘Tense Up?’: A Collaborative Gamification Approach in Enhancing Lower Secondary Students’ Utilisation of English Tenses

The Existence of CEFR Interaction Competence of Communicative Language Activities in TikTok

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