TY  - JOUR
T1  - The Use of Instagram as a Mobile-Assisted Language Learning Tool
AU  - Gonulal, Talip
PY  - 2019
DA  - July
DO  - 10.30935/cet.590108
JF  - Contemporary Educational Technology
PB  - Ali ŞİMŞEK
WT  - DergiPark
SN  - 1309-517X
SP  - 309
EP  - 323
VL  - 10
IS  - 3
LA  - en
AB  - The present study sought to explorehow English language learners (ELLs) used Instagram, a popular socialnetworking site, for language learning purposes and to reveal their attitudestowards and experiences in using it as a mobile-assisted language learning (MALL)tool. Special interest was also placed on whether there were any distinct ELLprofiles in using Instagram for independent and informal language learning. In thismixed-methods study, both quantitative and qualitative data were concurrentlycollected through an online comprehensive survey consisting of three sections.Ninety-seven Instagram using ELLs took part in this study. Basic descriptivestatistics and a cluster analysis were conducted on the quantitative data, anda thematic analysis on the qualitative data. The results showed that Instagramhas the potential to help ELLsto improve overall language skills in general, and vocabulary and communicationskills in particular. Further, ELLs’ experiences in using Instagram as aMALL tool for informal language learning were largely positive. Additionally,two different language learner profiles (i.e., novice and experienced) emergedbased on Instagram use habits and orientations. Overall, this study indicatedthat social networking platforms and MALL applications can be used as aneffective mobile language learning tool. 
KW  - Social networking sites
KW  - Mobil assisted language learning
KW  - Instagram
KW  - English language learning
CR  - 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.
CR  - Alm, A. (2015). "Facebook" for Informal Language Learning: Perspectives from Tertiary Language Students. The EuroCALL Review, 23(2), 3-18.
CR  - 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.
CR  - Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 21-35.
CR  - Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management & E-Learning, 4(1), 97-101.
CR  - Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: SAGE Publications.
CR  - Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284.
CR  - Dornyei, Z. & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. London: Routledge.
CR  - Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage.
CR  - 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
CR  - 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.
CR  - 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.
CR  - 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.
CR  - 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.
CR  - Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
CR  - Kukulska-Hulme, A. (2012). Mobile-assisted language learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3701-3709). New York: Wiley.
CR  - 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.
CR  - Lee, K. & Ranta, L. (2014). Facebook: Facilitating social access and language acquisition for international students? TESL Canada Journal, 31(2), 22-50.
CR  - Lomicka, L. & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40(1), 48-63.
CR  - 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.
CR  - 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.
CR  - Mitchell, K. (2012). A social tool: Why and how ESOL students use Facebook. Calico Journal, 29(3), 471-493.
CR  - Mompean, J. A. & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20 (1), 166-190.
CR  - Schafer, J. L. & Graham, J. W. (2002). Missing data: our view of the state of the art. Psychological Methods, 7(2), 147-177.
CR  - 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.
CR  - Solmaz, O. (2018). A critical review of research on social networking sites in language teaching and learning. Contemporary Educational Technology, 9(3), 315-330.
CR  - Staples, S. & Biber, D. (2015). Cluster analysis. In Plonsky, L. (Ed), Advancing quantitative methods in second language research. New York: Routledge.
CR  - 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/.
CR  - 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/.
CR  - 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.
CR  - 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.
CR  - Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3) 199-210.
CR  - Ushioda, E. (2013). Motivation matters in mobile language learning: A brief commentary Language Learning & Technology, 17(3), 1-5.
UR  - https://doi.org/10.30935/cet.590108
L1  - https://dergipark.org.tr/en/download/article-file/758690
ER  -