Presentation Instagramming for English Language Learning: A Research Synthesis of Published Papers in Peer-reviewed Journals more

This synthesis investigates the pedagogical efficacy of Instagram in English Language Learning (ELL). Employing a Qualitative Research Synthesis (QRS) design, this study systematically reviewed 492 Research Articles (RAs) indexed in Google Scholar, focusing on studies published between 2010 and 2024 in peer-reviewed journals. After applying rigorous inclusion criteria, 146 studies were selected for an in-depth analysis. These studies were analyzed using NVivo 14 to identify key themes relating to the skills developed, contexts of use, participant characteristics, methodologies employed, and underlying theories. The findings revealed an emphasis on the development of writing and speaking skills, suggesting a prevalent interest in leveraging Instagram as a supplementary tool for enhancing EFL proficiency, particularly within university settings. A notable trend toward mixed-methods approaches and the application of sociocultural and interactionist Second Language Acquisition theories was also observed. Overall, the platform’s visual and engaging content, which facilitates bite-sized learning, makes it a suitable app for ELL. However, the study also acknowledges potential challenges to effective Instagram integration in ELL, including concerns regarding digital literacy, addictive behaviors, distraction, connectivity issues, and anxieties related to online interaction and cyberbullying. Despite these limitations, the overall findings underscore the considerable potential of Instagram as a supplementary learning tool.