Innovative Teaching: Instagram As a Learning Resource

Sandra Huynh, Instructor, Kindai University, Osaka, Japan

University students are active users of social media and with its increasing popularity, it's only a matter of time before it is brought into the classroom. Many students have notifications turned on to stay updated with the latest posts. With a bit more strategic planning and time, I believe Instagram could become a valuable resource outside the classroom to help students.

A study by Acar and Deguchi (2013) shows that cultural factors such as cultural communication styles, social norms, and how values shape social media use, suggesting Instagram could have a similar impact. Fujita et al. (2017) found that international students who engage with their university’s social media feel more connected and integrated. And Noma (2009) emphasizes how understanding cultural differences can help bridge gaps, making social media a powerful tool in education. These insights align with current TESOL strategies that emphasize cultural awareness and the use of technology to enhance learning.

Observing the trend in social media’s role in education, Instagram seemed like a promising tool for connecting with students. This decision was influenced by Acar and Deguchi’s (2013) study, which highlighted how cultural factors, such as communication styles, social norms, and content preferences, affect social media engagement. Their research showed that students felt more engaged and could better communicate their feelings through Twitter when cultural norms and preferences were considered. In 2024, Instagram’s visual and informal nature caters to diverse communication styles, while features like stories and direct messages help navigate social norms regarding privacy and content sharing. Additionally, Instagram’s multimedia tools align with varied content preferences, enhancing engagement through interactive and visually appealing posts. In practice, using Instagram in speaking and listening classes with about 15 students, mostly 18 or 19 years old, in an Intensive English Program (IEP) at a university in Japan proved effective. This informal approach helped gauge student engagement outside of class and build rapport. Initially, students were surprised, but they soon began interacting with posts and stories. Sharing daily phrases used in the U.S., along with music and movie recommendations—areas frequently asked about—resulted in varied responses, with posts related to movies or music receiving more likes and comments. Students showed increased curiosity about future posts and engaged more with content related to their interests. Even though it was not mandatory for students to comment and they were aware it would not increase their participation grade, they still commented on or liked posts and asked questions about the content, demonstrating that Instagram can be an effective tool for fostering engagement. Students knew that I would post a “study guide” to jot their memory on what will be on the upcoming quiz. It also served as a platform for teaching informal slang, idiomatic expressions, and cultural references, offering a dynamic supplement to traditional classroom learning.

Engagement is recognized as an integral part of the process of learning and is a multifaceted conception. It is divided into various categories: emotional involvement, such as feeling highly enthusiastic about the activity and experiencing less anxiety and boredom; cognitive involvement in learning strategies and self-use restrictions; and agent participation, which is a conscious effort to enrich the learning experience. Within these categories, participation in behavioral learning processes is particularly important as it relates to the authentic perception of individual learning capabilities (Wang et al., 2022). Instagram's visual and interactive features cater to different learning styles, whether through infographics, videos, or interactive stories. Students love watching Instagram reels, so creating class-specific content could spark more engagement, even from those who are usually quieter in class. For the less outspoken students, Instagram offers a way to communicate directly with teachers through messages or comments, making the learning environment more inclusive and interactive. For example, when I posted short video clips explaining common English idioms, students who watched these videos performed better in understanding and using these expressions in their speaking activities. This suggests a positive impact on their practical language skills. However, my initial approach was quite informal. To provide more concrete evidence of its effectiveness, I plan to implement a more structured methodology, including tracking students' progress through standardized tests and class assessments. Utilizing Instagram in education has the potential to significantly enhance communication and engagement, making learning more dynamic and relatable for students.

Nevertheless, there are drawbacks to consider. Acar and Deguchi (2013) also noted that while Twitter was used successfully to enhance communication and engagement, it did not always meet the preferred learning styles of all students. Similarly, not all students may be satisfied with Instagram as a learning tool. In my classroom, I noticed that while many students engaged with my Instagram content, others did not interact as much. I think this disparity could be due to some students struggling to find time to check their phones because of busy schedules, while others showed a lack of interest in using social media altogether. This variation in engagement could be due to differences in learning preferences and the additional cognitive load of managing social media alongside academic responsibilities. Not all students enjoy using social media, and I did notice that some students would look at the stories I posted right away, while others would look at them later in the day. I had one student who did not have access to a cell phone, so he could not check my posts, which was an unfair disadvantage. Also, some might find it distracting or feel that it intrudes on their personal social media space. The effectiveness of using Instagram in education is hard to measure without a systematic approach. Despite these challenges, the majority of my students reported feeling more connected and appreciated the additional resources. Reflecting on my own experience, I should have implemented a survey or questionnaire to measure students' attitudes towards using Instagram for learning. This could have provided valuable feedback and identified areas for improvement. In the future, I plan to conduct such surveys to gather data systematically and make informed decisions about incorporating social media into my teaching strategies.

According to Wang et al. (2022), social media can significantly enhance students’ educational engagement and performance, though it also presents challenges that need to be managed effectively. They suggest that teachers should be trained on how to use social media to stretch students’ imaginations and boost their creativity. There is a clear difference between students who have been actively engaged in social media to boost their knowledge of the language and those who have not had the opportunity to use social media as a learning tool. The former group has benefited from sharing content through platforms that facilitate collaborative learning.

Moreover, social media provides customized ways of teaching that cater to individual differences, increasing student engagement. Instead of traditional homework assignments, social media allows students to work on tasks collaboratively, enhancing their motivation and learning from their own mistakes without direct reprimand from teachers. Social media plays a crucial role in flipped learning, where the focus is on learning both inside and outside the classroom, fostering student autonomy. Looking ahead, it's clear that we need to dive deeper into how social media can really engage and inspire students beyond the classroom walls. There's definitely a need for more research to see how these platforms can not only boost the learning process but also make it more enjoyable for students.

Bringing Instagram into TESOL practices offers a fresh, exciting way to teach language that really clicks with today’s students. It’s a modern approach to boosting engagement and making learning more enjoyable, reflecting how TESOL methods are evolving. By tackling the challenges and learning from what works, I’m aiming to make smarter decisions about using social media as a teaching tool, and who knows, maybe even get some school funding for these cool initiatives or go to a conference and present this.

References:

Acar, A., & Deguchi, A. (2013). Culture and social media usage: Analysis of Japanese Twitter users. International Journal of Electronic Commerce Studies, 4(1), 21-32.

Fujita, M., Harrigan, P., & Soutar, G. N. (2017). International students’ engagement in their university’s social media: An exploratory study. International Journal of Educational Management, 31(7), 1119-1134.

Noma, H. (2009). How unique is Japanese culture? A critical review of the discourse in intercultural communication literature. Journal of International Education in Business, 2(2), 2-14.

Wang, H., Wang, M., & Li, G. (2022). The use of social media inside and outside the classroom to enhance students’ engagement in EFL contexts. Frontiers in Psychology, 13, 1005313.

With 8 years of experience living and teaching in Japan across all age groups, from children to adults, I have spent the last 4 years at a university working with freshmen students in an Intensive English Program, preparing them to study abroad. I am currently pursuing a master's degree in Applied Linguistics at UMass as I am passionate about exploring innovative teaching methodologies.