Instagram as an Educational Tool for Autonomous Learning: Pre-Service EFL Teacher’s Voices
Keywords:
autonomous learning, elt learning, instagram, pre-service teacher
Abstract
Instagram has become an essential tool for language learners outside of the classroom, in addition to creating new avenues for social networking. Some researchers have investigated the use of Instagram for self-directed learning, but research and knowledge on the extent to which Instagram can promote learner autonomy among preservice teachers of English as a foreign language (EFL) remain under-explored. The purpose of this study is to investigate how EFL pre-service teacher use Instagram to support student autonomy in their English language learning, particularly in light of the growing trend of digitalization in education. Fifteen EFL PSTs from an Islamic university in the province of Lampung, Indonesia were involved as participants of this qualitative study. The findings show that the participants viewed Instagram as useful alternative platform for learning English. They employed various creative strategies to utilize Instagram’s features, including enhancing vocabulary, grammar comprehension, and speaking skills. However, they also encountered challenges, such as distractions from non-educational content and connection issues. Despite certain limits of this platform, they also viewed learning English on Instagram as a pleasant experience. The study concludes that Instagram, when used wisely, can be a good platform to promote autonomous learning in ELT, especially in the context of growing educational digitalization.
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Zhanda, Emmanuel, Thekiso Molokwane, and Baakile Motshegwa. “Integrating Social Media in Teaching and Learning in Higher Education: A Quest for Collaborative Learning in Botswana.” Technology, 2014.
Zhang, Lili. “Mobile Phone Technology Engagement in EFL Classroom.” In 2013 International Conference on Software Engineering and Computer Science, 171–74. Atlantis Press, 2013.
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Almohesh, Ali Rashed Ibraheam, and Jinan Abdulaziz Hamad Altamimi. “Wow, I Cannot Stop: A Concentration on Vocabulary Learning via Instagram and Its Effects on Informal Digital Learning of English, Technostress, and on-Line Engagement.” BMC Psychology 12, no. 1 (2024): 8.
Baruti, Thesalonika Dwi Wardhani Puspita, and Adaninggar Septi Subekti. “Instagram To Learn English Vocabulary: A Study Of Indonesian Non-English Major University Students.” IJEE (Indonesian Journal of English Education) 10, no. 1 (July 27, 2023): 106–25. https://doi.org/10.15408/ijee.v10i1.26969.
Benson, P. “Autonomy in Language Learning,” 2006.
Carpenter, Jeffrey P., Scott A. Morrison, Madeline Craft, and Michalene Lee. “How and Why Are Educators Using Instagram?” Teaching and Teacher Education 96 (November 1, 2020). https://doi.org/10.1016/j.tate.2020.103149.
Chanthap, Naruethai, and Punchalee Wasanasomsithi. “The Effect of Integration of a Blended Learning and Extensive Reading Instructional Model on Thai EFL Undergraduate Students’ Learner Autonomy.” Journal: Language Education and Acquisition Research Network Journal. Vol. 12, 2019.
Creswell, John W, and Cheryl N Poth. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage publications, 2016.
Díaz-Noguera, María Dolores, Carlos Hervás-Gómez, Ana María De la Calle-Cabrera, and Eloy López-Meneses. “Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic.” International Journal of Environmental Research and Public Health 19, no. 2 (2022): 654.
Gonulal, Talip. “The Use of Instagram as a Mobile-Assisted Language Learning Tool.” Contemporary Educational Technology 10, no. 3 (July 1, 2019): 309–23. https://doi.org/10.30935/cet.590108.
Holec, Henri. Autonomy and Foreign Language Learning. ERIC, 1979.
Kostić, Jelena Opsenica, and Kristina R Ranđelović. “Digital Distractions: Learning in Multitasking Environment.” Psychological Applications and Trends, 2022, 301–4.
Little, David, Leni Dam, and Lienhard Legenhausen. “Language Learner Autonomy: What, Why and How.” Second Language Acquisition 4, no. 1 (2017): 1–21.
Maharani, Nabilla, Ilham Ilham, Muhammad Hudri, Irwandi Irwandi, Moh Fauzi Bafadal, and Rima Rahmaniah. “Instagram Sebagai Platfrom Interaktif Dalam Pengajaran Bahasa Inggris.” In Seminar Nasional Paedagoria, 4:566–76, 2024.
Maharani, Redyta Zalfa, Putu Dian Danayanti Degeng, and Khairil Azwar Razali. “The Use of Mobile Assisted Language Learning To Improve English Grammar for Senior High School Students.” Journal of Languages and Language Teaching 12, no. 3 (July 19, 2024): 1455. https://doi.org/10.33394/jollt.v12i3.11041.
Miles, Matthew B, A M Huberman, and Johnny Saldaña. Qualitative Data Analysis : A Methods Sourcebook. Third edition. Thousand Oaks, Califorinia: SAGE Publications, Inc., 2014. http://catalog.hathitrust.org/api/volumes/oclc/828333812.html.
Othman, Nur Zahirah, Aspalila Shapii, and Mohd Fairuz Jafar. “A Review of Research on the Effectiveness of Instagram to Enhance Students’ Learning of English Language.” In AIP Conference Proceedings, Vol. 2799. AIP Publishing, 2024.
Putri, Dienillah Fitrina, Muhamad S Hadi, and Mutiarani. “The Efficacy Of Instagram @Gurukumrd As The Media In Improving Students Reading Skills.” JOLLT Journal of Languages and Language Teaching 9, no. 3 (2021): 350. https://doi.org/10.33394/jollt.v%vi%i.3795.
Rao, Parupalli Srinivas. “Learner Autonomy: Trends and Issues in ELT.” ACADEMICIA: An International Multidisciplinary Research Journal 8, no. 11 (2018): 84–96.
Reinders, Hayo, Chun Lai, and Pia Sundqvist. The Routledge Handbook of Language Learning and Teaching beyond the Classroom. Routledge, 2022.
Rowlands, James. “Interviewee Transcript Review as a Tool to Improve Data Quality and Participant Confidence in Sensitive Research.” International Journal of Qualitative Methods 20 (2021): 16094069211066170.
Shazali, Siti Sarah, Zati Hanani Shamsudin, and Melor Md Yunus. “Instagram: A Platform to Develop Student’s Writing Ability.” International Journal of Academic Research in Business and Social Sciences 9, no. 1 (2019): 88–98.
Shi, Weixuan, and Ligang Han. “Promoting Learner Autonomy through Cooperative Learning.” English Language Teaching 12, no. 8 (2019): 30–36.
Toffoli, Denyze, and Geoff Sockett. “University Teachers’ Perceptions of Online Informal Learning of English (OILE).” Computer Assisted Language Learning 28, no. 1 (2015): 7–21.
Welch, Catherine, and Rebecca Piekkari. “Crossing Language Boundaries: Qualitative Interviewing in International Business.” Management International Review 46 (2006): 417–37.
Ya-Hui Chang, Lilian. “Chang 1 Taiwanese EFL Language Teachers’ Beliefs and Actual Practices Related to Learner Autonomy.” Vol. 4, 2020.
Zhanda, Emmanuel, Thekiso Molokwane, and Baakile Motshegwa. “Integrating Social Media in Teaching and Learning in Higher Education: A Quest for Collaborative Learning in Botswana.” Technology, 2014.
Zhang, Lili. “Mobile Phone Technology Engagement in EFL Classroom.” In 2013 International Conference on Software Engineering and Computer Science, 171–74. Atlantis Press, 2013.
Zou, Di, Haoran Xie, and Fu Lee Wang. “Future Trends and Research Issues of Technology-Enhanced Language Learning: A Technological Perspective.” Knowledge Management & E-Learning 10, no. 4 (2018): 426–40.
Published
2025-03-23
How to Cite
Putra, T., & Madkur, A. (2025). Instagram as an Educational Tool for Autonomous Learning: Pre-Service EFL Teacher’s Voices. Borneo Journal of Language and Education, 5(1), 63-79. https://doi.org/10.21093/benjole.v5i1.9305
Section
Articles
