Research Article
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Year 2019, Volume: 10 Issue: 3, 309 - 323, 12.07.2019

Talip Gonulal

https://doi.org/10.30935/cet.590108

Abstract

References

  • Al-Ali, S. (2014). Embracing the selfie craze: Exploring the possible use of Instagram as a language mLearning tool. Issues and Trends in Educational Technology, 2(2), 1-16.
  • Alm, A. (2015). "Facebook" for Informal Language Learning: Perspectives from Tertiary Language Students. The EuroCALL Review, 23(2), 3-18.
  • Blattner, G. & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.
  • Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 21-35.
  • Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management & E-Learning, 4(1), 97-101.
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: SAGE Publications.
  • Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284.
  • Dornyei, Z. & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. London: Routledge.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage.
  • Gamble, C. & Wilkins, M. (2014). Student attitudes and perceptions of using Facebook for language learning. Dimension, 49-72. doi: 10.7763/IJIET.2016.V6.820
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
  • Gonulal, T. (2019). Missing data management practices in L2 research: The good, the bad and the ugly. Erzincan University Education Faculty Journal, 21(1), 1-18.
  • Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187.
  • Kim, E. Y., Park, S. M., & Baek, S. H. (2011). Twitter and implications for its use in EFL learning. Multimedia Assisted Language Learning, 14(2), 113-137.
  • Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
  • Kukulska-Hulme, A. (2012). Mobile-assisted language learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3701-3709). New York: Wiley.
  • Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
  • Lee, K. & Ranta, L. (2014). Facebook: Facilitating social access and language acquisition for international students? TESL Canada Journal, 31(2), 22-50.
  • Lomicka, L. & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40(1), 48-63.
  • Lomicka, L. & Lord, G. (2016). Social networking and language learning. In F. Farr, & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 255-268). New York, NY: Routledge.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17.
  • Mitchell, K. (2012). A social tool: Why and how ESOL students use Facebook. Calico Journal, 29(3), 471-493.
  • Mompean, J. A. & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20 (1), 166-190.
  • Schafer, J. L. & Graham, J. W. (2002). Missing data: our view of the state of the art. Psychological Methods, 7(2), 147-177.
  • Solmaz, O. (2017). Autonomous language learning on Twitter: Performing affiliation with target language users through# hashtags. Journal of Language and Linguistic Studies, 13(2), 204-220.
  • Solmaz, O. (2018). A critical review of research on social networking sites in language teaching and learning. Contemporary Educational Technology, 9(3), 315-330.
  • Staples, S. & Biber, D. (2015). Cluster analysis. In Plonsky, L. (Ed), Advancing quantitative methods in second language research. New York: Routledge.
  • Statistica (2018a). Number of active monthly Instagram users from January 2013 to June 2018. Retrieved on 3 August 2018 from https://www.statista.com/statistics/253577/number-of-monthly-active-instagram-users/.
  • Statistica (2018b). Leading countries based on number of Instagram users as of July 2018. Retrieved on 3 August 2018 from https://www.statista.com/statistics/578364/countries-with-most-instagram-users/.
  • Stockwell, G. (2013). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 156-175). Basingstoke, UK: Palgrave Macmillan.
  • Taskiran, A. Gumusoglu, E. K., & Aydin, B. (2018). Fostering foreign language learning with Twitter: Reflections from English Learners. Turkish Online Journal of Distance Education, 19(1), 100-116.
  • Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3) 199-210.
  • Ushioda, E. (2013). Motivation matters in mobile language learning: A brief commentary Language Learning & Technology, 17(3), 1-5.

The Use of Instagram as a Mobile-Assisted Language Learning Tool

Year 2019, Volume: 10 Issue: 3, 309 - 323, 12.07.2019

Talip Gonulal

https://doi.org/10.30935/cet.590108

Abstract

The present study sought to explore
how English language learners (ELLs) used Instagram, a popular social
networking site, for language learning purposes and to reveal their attitudes
towards and experiences in using it as a mobile-assisted language learning (MALL)
tool. Special interest was also placed on whether there were any distinct ELL
profiles in using Instagram for independent and informal language learning. In this
mixed-methods study, both quantitative and qualitative data were concurrently
collected through an online comprehensive survey consisting of three sections.
Ninety-seven Instagram using ELLs took part in this study. Basic descriptive
statistics and a cluster analysis were conducted on the quantitative data, and
a thematic analysis on the qualitative data. The results showed that Instagram
has the potential to help ELLs
to improve overall language skills in general, and vocabulary and communication
skills in particular. Further, ELLs’ experiences in using Instagram as a
MALL tool for informal language learning were largely positive. Additionally,
two different language learner profiles (i.e., novice and experienced) emerged
based on Instagram use habits and orientations. Overall, this study indicated
that social networking platforms and MALL applications can be used as an
effective mobile language learning tool. 

Keywords

Social networking sites Mobil assisted language learning Instagram English language learning

References

  • Al-Ali, S. (2014). Embracing the selfie craze: Exploring the possible use of Instagram as a language mLearning tool. Issues and Trends in Educational Technology, 2(2), 1-16.
  • Alm, A. (2015). "Facebook" for Informal Language Learning: Perspectives from Tertiary Language Students. The EuroCALL Review, 23(2), 3-18.
  • Blattner, G. & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.
  • Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 21-35.
  • Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management & E-Learning, 4(1), 97-101.
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: SAGE Publications.
  • Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284.
  • Dornyei, Z. & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. London: Routledge.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage.
  • Gamble, C. & Wilkins, M. (2014). Student attitudes and perceptions of using Facebook for language learning. Dimension, 49-72. doi: 10.7763/IJIET.2016.V6.820
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
  • Gonulal, T. (2019). Missing data management practices in L2 research: The good, the bad and the ugly. Erzincan University Education Faculty Journal, 21(1), 1-18.
  • Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187.
  • Kim, E. Y., Park, S. M., & Baek, S. H. (2011). Twitter and implications for its use in EFL learning. Multimedia Assisted Language Learning, 14(2), 113-137.
  • Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
  • Kukulska-Hulme, A. (2012). Mobile-assisted language learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3701-3709). New York: Wiley.
  • Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
  • Lee, K. & Ranta, L. (2014). Facebook: Facilitating social access and language acquisition for international students? TESL Canada Journal, 31(2), 22-50.
  • Lomicka, L. & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40(1), 48-63.
  • Lomicka, L. & Lord, G. (2016). Social networking and language learning. In F. Farr, & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 255-268). New York, NY: Routledge.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17.
  • Mitchell, K. (2012). A social tool: Why and how ESOL students use Facebook. Calico Journal, 29(3), 471-493.
  • Mompean, J. A. & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20 (1), 166-190.
  • Schafer, J. L. & Graham, J. W. (2002). Missing data: our view of the state of the art. Psychological Methods, 7(2), 147-177.
  • Solmaz, O. (2017). Autonomous language learning on Twitter: Performing affiliation with target language users through# hashtags. Journal of Language and Linguistic Studies, 13(2), 204-220.
  • Solmaz, O. (2018). A critical review of research on social networking sites in language teaching and learning. Contemporary Educational Technology, 9(3), 315-330.
  • Staples, S. & Biber, D. (2015). Cluster analysis. In Plonsky, L. (Ed), Advancing quantitative methods in second language research. New York: Routledge.
  • Statistica (2018a). Number of active monthly Instagram users from January 2013 to June 2018. Retrieved on 3 August 2018 from https://www.statista.com/statistics/253577/number-of-monthly-active-instagram-users/.
  • Statistica (2018b). Leading countries based on number of Instagram users as of July 2018. Retrieved on 3 August 2018 from https://www.statista.com/statistics/578364/countries-with-most-instagram-users/.
  • Stockwell, G. (2013). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 156-175). Basingstoke, UK: Palgrave Macmillan.
  • Taskiran, A. Gumusoglu, E. K., & Aydin, B. (2018). Fostering foreign language learning with Twitter: Reflections from English Learners. Turkish Online Journal of Distance Education, 19(1), 100-116.
  • Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3) 199-210.
  • Ushioda, E. (2013). Motivation matters in mobile language learning: A brief commentary Language Learning & Technology, 17(3), 1-5.
There are 33 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Talip Gonulal 0000-0001-6441-4278

Publication Date July 12, 2019
Published in Issue Year 2019 Volume: 10 Issue: 3

Cite

APA Gonulal, T. (2019). The Use of Instagram as a Mobile-Assisted Language Learning Tool. Contemporary Educational Technology, 10(3), 309-323. https://doi.org/10.30935/cet.590108
AMA Gonulal T. The Use of Instagram as a Mobile-Assisted Language Learning Tool. Contemporary Educational Technology. July 2019;10(3):309-323. doi:10.30935/cet.590108
Chicago Gonulal, Talip. “The Use of Instagram As a Mobile-Assisted Language Learning Tool”. Contemporary Educational Technology 10, no. 3 (July 2019): 309-23. https://doi.org/10.30935/cet.590108.
EndNote Gonulal T (July 1, 2019) The Use of Instagram as a Mobile-Assisted Language Learning Tool. Contemporary Educational Technology 10 3 309–323.
IEEE T. Gonulal, “The Use of Instagram as a Mobile-Assisted Language Learning Tool”, Contemporary Educational Technology, vol. 10, no. 3, pp. 309–323, 2019, doi: 10.30935/cet.590108.
ISNAD Gonulal, Talip. “The Use of Instagram As a Mobile-Assisted Language Learning Tool”. Contemporary Educational Technology 10/3 (July 2019), 309-323. https://doi.org/10.30935/cet.590108.
JAMA Gonulal T. The Use of Instagram as a Mobile-Assisted Language Learning Tool. Contemporary Educational Technology. 2019;10:309–323.
MLA Gonulal, Talip. “The Use of Instagram As a Mobile-Assisted Language Learning Tool”. Contemporary Educational Technology, vol. 10, no. 3, 2019, pp. 309-23, doi:10.30935/cet.590108.
Vancouver Gonulal T. The Use of Instagram as a Mobile-Assisted Language Learning Tool. Contemporary Educational Technology. 2019;10(3):309-23.