Instagram for English language learning: A research synthesis of studies published in peer-reviewed journals

Abstract

This research synthesis investigates the pedagogical efficacy of Instagram in English Language Learning (ELL). Employing a Qualitative Research Synthesis (QRS) design, the study systematically reviewed 492 Research Articles (RAs) indexed in Google Scholar, focusing on studies published between 2010 and 2024 within peer-reviewed scholarly journals. From the pool of data, 146 studies were selected for a computer-assisted analysis. The key themes relating to the skills developed, contexts of use, participant characteristics, methodologies employed, and underlying theoretical frameworks were extracted using NVivo 14. The results of the analysis revealed a significant emphasis on the development of writing and speaking skills, suggesting a prevalent interest in leveraging Instagram as a supplementary tool for enhancing English as a Foreign Language (EFL) proficiency, particularly within university settings. A notable trend towards mixed-methods design and the application of sociocultural and interactionist Second Language Acquisition (SLA) theories was also observed. Based on the findings, the study addresses key issues for the future of Instagram-related research.