Learning English through Instagram

Abstract

This study aims to examine how students perceive Instagram’s usefulness as a learning medium for English and as a complement to formal English education. While previous research shows that Instagram can benefit English learning, fewer studies have examined students’ perspectives on its usefulness and limitations as supplementary material. This study used a qualitative descriptive method with 25 respondents who are fourth-semester students at Muria Kudus University. The data were collected by administering questionnaires, followed by an in-depth interview with 10 of the participants. The data were then analyzed using thematic analysis. The results indicate that Instagram can facilitate students’ English learning by providing exposure to authentic language, opportunities for self-paced learning, and engaging content. Students felt that they could improve their vocabulary, grammar, listening, pronunciation, and writing skills by using Instagram. Students also found Instagram to be a useful tool that could increase their motivation and supplement what they learn in school. However, students also noted limitations such as limited speaking practice, no feedback from others, concerns about information credibility, and distractions from entertaining content. Therefore, students perceive Instagram as a supplement, not a replacement, for their formal education.