Abstract:
This study explores the impact of Instagram captions on the reading skills of ELT students through a qualitative lens. Using a combination of content analysis, thematic data analysis, and narrative analysis, this research delves into the ways in which social media influences language learning practices. The data, collected through in-depth interviews and observation, were analyzed to uncover recurring themes and narratives that illustrate students' perceptions and experiences with Instagram as a tool for reading practice.
The content analysis revealed that Instagram captions serve as a significant source of vocabulary acquisition and contextual reading practice. Thematic analysis identified key themes such as the motivational role of social media in learning, the importance of engaging content, and the challenges of digital literacy. Narrative analysis further enriched the findings by providing detailed accounts of students' individual journeys in using Instagram for language development, highlighting the diverse ways in which this platform supports or hinders reading comprehension and language proficiency.
The study concludes that Instagram captions have a multifaceted impact on ELT students' reading skills, offering both opportunities and challenges. Based on the data analysis, here is a summary of the average percentage responses across all statements:
- Average Agree: 36.94%
- Average Neutral: 46.08%
- Average Disagree: 16.98%
These results indicate that, on average, the majority of respondents remain neutral about the influence of Instagram captions on their reading practices, with a substantial number agreeing, and a smaller proportion disagreeing. These findings suggest that integrating social media into language education can be beneficial, provided that educators are mindful of the content and context in which it is used. The implications of this study underscore the need for a balanced approach to incorporating digital media in the ELT curriculum.
