Exploring The Use of Instagram for English Speaking Practice Among Indonesian EFL University Students

Abstract

The integration of social media into English language learning has created new opportunities for university students to practice speaking beyond the classroom. However, limited research has explored how Instagram is used to support English speaking practice in the Indonesian EFL higher education context. This study aimed to explore the use of Instagram for English speaking practice among Indonesian EFL university students. A descriptive qualitative case study was employed involving 10 fourth-semester students of the English Education Study Program at UIN Fatmawati Sukarno Bengkulu. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis. The findings revealed that students generally perceived Instagram as a valuable supplementary platform that supported pronunciation, vocabulary development, fluency, motivation, and speaking confidence. Students utilized Instagram features, particularly Reels, video recording, comments, and saved content, to facilitate independent speaking practice and self-reflection. Despite these benefits, they also encountered psychological, linguistic, technical, and behavioral challenges, including speaking anxiety, limited vocabulary, digital distractions, and inconsistent learning habits. The study concludes that Instagram can effectively support English-speaking practice when it is used purposefully and accompanied by self-regulated learning strategies. These findings provide practical insights for integrating social media into English language teaching in higher education.