Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement

• Published in: Asian-Pacific journal of second and foreign language education 2024-12, Vol.9 (1), p.2-17, Article 2
• Main Authors: Ibrahim, Khaled Ahmed Abdel-Al, Basim, Nirvana
• Format: Article
• Language: English
• Subjects: Academic achievement; Academic buoyancy; Academic engagement; Applied Linguistics; Control Groups; Education; English as a second language instruction; English as a second language learning; Instagram; Language; Language achievement; Language Education; Learning outcomes; Learning Processes; Outcomes of Education; Positive Psychology in Language Teaching: Delving into Factors that may Foster/Hinder Language Teacher Well-being; Second Language Learning; Self esteem; Social media; Social networks; Students; Task supported language learning; Task-based language teaching; Teaching and Teacher Education
• ISSN: 2363-5169; 2363-5169
• DOI: 10.1186/s40862-023-00223-3

Researchers have firm reason to unlock the potential of social networking technologies today because of the rapid development of these platforms, which may be used to enhance educational outcomes. Despite the widespread recognition of social media's influence on the second/foreign language learning process, few empirical research has attempted to find out how Instagram feed-based tasks impact learning and supported self-esteem, academic buoyancy (AB), academic engagement (AE), and language achievement (LA). In order to address this knowledge gap, the present study investigated how Instagram feed-based assignments may be used to improve self-esteem, AB, AE, and LA for EFL students. This was accomplished by randomly assigning participants into two groups (experimental and control) from a pool of 93 intermediate EFL students. Students in the control group (CG) participated in online webinars on a consistent basis. Students in the experimental group (EG) took part online webinars. Moreover, they were given assignments based on Instagram feeds. The Multivariate Analysis of Variance (MANOVA) of the data showed that the EG fared better than the CG. The findings underlined the substantial benefits of Instagram feed-based activities in promoting self-esteem, AB, AE, and LA. Possibilities for future use of Instagram task supported language learning and teaching may arise as a result of this study's implications for students, educators, and policymakers.