Mobile assisted language learning in learning English through social networking tools: An account of Instagram feed-based tasks on learning grammar and attitude among English as a foreign language learners

Abstract

Advancement of social media in the modern era provides a good incentive for researchers to unleash the potential of social networking (SN) tools in order to improve education. Despite the significant role of social media in affecting second/foreign language (L2) learning processes, few empirical studies have tried to find out how Instagram feed-based tasks affect learning grammar structure. To fill this lacuna of research, the current study set forth to delve into the influence of Instagram feed-based tasks on learning grammar among English as a foreign language (EFL) learners. In so doing, a sample of 84 intermediate EFL learners were randomly divided into experimental and control groups. The learners in the control group received regular online instruction via webinar platforms. In contrast, the learners in the experimental group were exposed to Instagram feed-based tasks. Data inspection applying one-way ANCOVA indicated that the learners in the experimental group outperformed their counterparts in the control group. The results highlighted the significant contributions of Instagram feed-based tasks in fostering learning grammar. Furthermore, EFL learners' positive attitudes toward using Instagram Feed-based Tasks in Learning Grammar was concluded. The implications of this study may redound to the benefits of language learners, teachers, curriculum designers, as well as policy makers in providing opportunities for further practice of Instagram feed-based tasks in language learning and teaching.