Foreign Language Learning Through Instagram: A Flipped Learning Approach

Foreign Language Learning Through Instagram: A Flipped Learning Approach

Alberto Andujar (University of Almeria, Spain) and Fidel Çakmak (Alanya Alaaddin Keykubat University, Turkey)
DOI: 10.4018/978-1-7998-2591-3.ch007

Abstract

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.
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Social Networks And Language Learning

Online social networking platforms, which are normally used for socializing, sharing information such as videos or pictures, or meetings (Boyd, 2014), are visited mostly by young people (Counts & Fisher, 2010; Dunn, 2013). Moreover, although the majority of these platforms provide web and mobile versions, social media usage is shifting towards mobile devices (Statista, 2019), which may lead to an increase in users’ engagement levels as a consequence of a higher degree of accessibility. Thus, educators attempting to enhance learning through the use of social networks need to consider factors such as the type of learners and their accessibility to online contexts in order to develop successful learning environments. In this context, recent studies in the field, such as for example Andujar and Salaberri-Ramiro (2019), have demonstrated differences between the use of social networking tools in language learning from mobile and stationary devices.

Key Terms in this Chapter

TAM: The technology acceptance model (TAM) is a scale which is used to explain students’ use and behavior towards technological devices and applications.

Flipped Learning: Type of blended learning methodology that involves viewing teacher’s explanations from a computer or mobile device before the class. In-class time is devoted to the evaluation and practice of the contents explained in the videos.

MALL: Mobile-assisted language learning (MALL) is a field of study that investigates the use of mobile devices to foster second language development.

Instagram TV: Functionality of the social networking tool “Instagram” that allows user to record long duration videos that can be subsequently uploaded to users’ profiles.

Blended Learning: Style of learning in which students learn through computer and electronic devices as well as through traditional classroom sessions.

Social media: Online environments that allow users to share content or participate in social activities through the web.

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