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

• Published in: BMC Psychology 2024-01, Vol.12 (1), p.8-8, Article 8
• Main Authors: Almohesh, Ali Rashed Ibraheam, Altamimi, Jinan Abdulaziz Hamad
• Format: Article
• Language: English
• Subjects: Classrooms; Collaboration; Communication; Curriculum development; Distance learning; Education; Educational aspects; Educational technology; EFL learners; English as a second language instruction; Higher education; Humans; Informal digital Learning; Instagram application; Language; Language Development; Language instruction; Learning; Learning analytics; Methods; Multilingualism; On-line engagement; Online social networks; Peers; Physiology; Second language vocabulary learning; Social media; Social networks; Sociolinguistics; Student participation; Study and teaching; Teachers; Technostress; User behavior; Vocabulary; Vocabulary learning
• ISSN: 2050-7283; 2050-7283
• DOI: 10.1186/s40359-023-01503-w

The proliferation of social media in contemporary society presents a compelling impetus for scholars to explore the untapped capabilities of social networking platforms with the aim of enhancing educational practices. Despite the notable impact of social media on the acquisition of second or foreign languages, there is a scarcity of empirical research investigating the influence of Instagram feed-based activities on the development of vocabulary in language learning at under-intermediate level. In order to address this research gap, the present study aimed to investigate the impact of Instagram feed-based activities on the acquisition of vocabulary among individuals studying English as a foreign language (EFL). As a result, a cohort of 79 intermediate EFL learners was subjected to random assignment, leading to the formation of both experimental and control groups. The participants in the control group were provided with conventional online teaching using webinar platforms. The participants in the experimental group, on the other hand, were instructed via the use of webinar platforms and were required to participate in exercises that were based on Instagram feeds respectively. The results of the data analysis using one-way Multivariate Analysis of Variance (MANOVA) revealed that the learners in the experimental group (EG) demonstrated superior performance compared to their counterparts in the control group (CG). The findings underscored the notable impact of using Instagram feed-based activities in promoting the acquisition of vocabulary knowledge. Additionally, it was shown that EFL learners had favorable views towards the use of Instagram Feed-based Tasks for the purpose of learning vocabulary. Due to treatment, EG achieved higher state in informal digital learning of English and on-line engagement. Moreover, they felt less technostress after treatment. The findings of this research have potential consequences for language learners, instructors, curriculum designers, and policy makers. Specifically, they suggest that incorporating Instagram feed-based activities into language learning and teaching may provide valuable chances for further practice.