Enhancing EFL students’ reading comprehension through Instagram: A quasi-experimental study
DOI:
https://doi.org/10.21070/jees.v10i2.1957Keywords:
Implementation, Instagram, Improving, Students, ReadingAbstract
The rapid development of digital technology has reshaped students’ learning preferences, particularly in accessing reading materials. Despite the abundance of digital resources, many students still struggle to develop sufficient English reading skills, indicating a need for innovative media that align with their learning habits. While several studies have investigated social media as a supplementary learning tool, limited research has specifically examined the systematic use of Instagram in enhancing students’ reading comprehension. Therefore, this study aimed to examine the implementation of Instagram as a learning medium to improve students’ reading skills and to measure its effectiveness in classroom practice. A quasi-experimental design was employed with 28 university students, who were taught with Instagram-based reading materials. Reading materials were selected from authentic Instagram posts and delivered during eight instructional sessions over eight weeks. Data were collected through validated and reliable reading comprehension tests administered as a pretest and post-test. In addition, a student reading test was used to capture learners’ skills in Instagram-based reading activities. The findings revealed that students’ post-test scores significantly outperformed their pre-test scores, with a notable increase in their mean post-test scores (M = 69.00) compared to the pretest scores (M = 59.60). Independent samples T-test analysis confirmed a statistically significant difference (p < 0.05), indicating that Instagram effectively supports reading comprehension improvement. Moreover, students reported higher motivation and engagement when learning through Instagram. These results suggest that Instagram can serve as an innovative and authentic medium to enhance reading skills in EFL contexts.
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References
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Putri, N., Saehu, A., & Bactiar. (2025). Boosting English Motivation and Writing Proficiency through Instagram Captions in Discovery-Based Learning. Indonesian Journal of Educational Science, 7(2). 182–193.
Rahayu, N. S., Rahayu, Y. S., & Ramadhani, R. F. (2025). Unveiling the Effectiveness of Instagram to enhance Descriptive Text writing. English Education and Literature Journal, 5(2), 171–180.
Ramalia, T. (2021). The Students’ Perspective of Using Instagram as a Writing Assignment Platform. J-SHMIC: Journal of English for Academic, 8(2), 122–131. https://doi.org/10.25299/jshmic.2021.vol8(2).7433
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Rinda, R. K., Novawan, A., & Miqawati, A. H. (2018). Students’ perspectives on social media-based learning of writing through Instagram. 5(1), 23–33.
Saifuddin, M., Islam, M. H., & Hasanah, S. (2024). Students’ Perception of Utilizing Instagram as a Learning Aid in Their Speaking English. Journal of English Language Education and Literature, 9(1), 40–50.
Sarwoko, G. P., Sabudu, D., & Rorimpandey, R. (2024). Students’ Perception Towards Instagram as English Mobile learning. Journal of Teaching English, Linguistics, and Literature, 3(11), 1450–1476.
Suryantari, H., & Priyana, J. (2018). Exploring Ways of Using Facebook and Instagram in Teaching English. 165(Iccsr), 298–301. https://doi.org/10.2991/iccsr-18.2018.66
Thomas, K. (2019). Reading and Writing Activities on Instagram. JALT Postconference Publication, 472–481. https://doi.org/10.37546/jaltpcp2019-54
Thomas, K., & Park, S. (2020). Integrating Instagram into the Curriculum of a Japanese Freshmen English Communication Course for Reading and Writing Activities Kevin Thomas and Simon Park, Asia University. CELE Journal, 28, 93–116. https://doi.org/11300289
Wan Azli, W. U. A., Shah, P. M., & Mohamad, M. (2018). Perception on the Usage of Mobile Assisted Language Learning (MALL) in English as a Second Language (ESL) Learning among Vocational College Students. Creative Education, 09, 84–98. https://doi.org/10.4236/ce.2018.91008
Zárate, P., & Cisterna, C. (2017). Action Research: The Use of Instagram as an Interactive Tool for Developing the Writing of Short Stories. European Journal of Education Studies, 2(8), 527–543. https://doi.org/10.5281/zenodo.1035497
Al-Ali, S. (2014). Embracing the Selfie Craze: Exploring the Possible Use of Instagram as a Language Learning Tool. Issues and Trends in Learning Technologies, 2(2), 1–17.
Alhabash, S., & Ma, M. (2017). A Tale of Four Platforms: Motivations and Uses of Facebook, Twitter, Instagram, and Snapchat Among College Students? Social Media + Society, January-March, 1 –13. https://doi.org/DOI: 10.1177/2056305117691544
Alzahrani, H. (2015). Examining the Effectiveness of Utilizing Mobile Technology in Vocabulary Development for Language Learners. Arab World English Journal (AWEJ), 6(3), 108–119.
Azmuddin, R. A., Nor, N. F. M., & Hamat, A. (2020). Facilitating online reading comprehension in enhanced learning environment using digital annotation tools. IAFOR Journal of Education, 8(2), 7–27. https://doi.org/10.22492/ije.8.2.01
Burston, J. (2017). MALL: Global prospects and local implementation. Call-Ej, 18(1), 1–8.
Cahyana, U., Paristiowati, M., & Fauziyah, S. (2018). Development of Android-Based Mobile learning media on Atomic Structure and Periodic Table. IOP Conference Series: Materials Science and Engineering, 434, 1–7. https://doi.org/10.1088/1757-899X/434/1/012095
Febrina, Bustami, U., & Asnawi, M. (2019). Analysis of Reading Comprehension Questions by Using Revised Bloom’ S Taxonomy on Higher Order. English Education Journal, 10(1), 1–15.
Hadinuddin, M., Mansur, H., & Salim, A. (2025). Systematic Literature Review: The Utilization of Social Media in Learning to Increase Student Engagement. Indonesian Journal of Social Technology, 6(1), 155–168. http://jist.publikasiindonesia.id/
Handayani, A. D., Cahyono, B. Y., & Widiati, U. (2018). The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions. Studies in English Language Teaching, 6(2), 112. https://doi.org/10.22158/selt.v6n2p112
Handayani, F. (2015). Instagram as a teaching tool? Really? Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 320–327.
Irwansyah, D., Nurgiyantoro, B., & Sugirin. (2019). A literature-based reading instructional model for Islam-affiliated University in Indonesia. International Journal of Instruction, 12(3), 577–594. https://doi.org/10.29333/iji.2019.12335a
Khairuddin, Z. (2013). A Study of Students’ Reading Interests in a Second Language. International Education Studies, 6(11), 160–170. https://doi.org/10.5539/ies.v6n11p160
Khalitova, L., & Gimaletdinova, G. (2016). Mobile Technologies in Teaching English as a Foreign Language in Higher Education: a Case Study of Using Mobile Application Instagram. ICERI2016 Proceedings, 1(March 2017), 6155–6161. https://doi.org/10.21125/iceri.2016.0395
La’biran, R., Triana Ruung, T., & Sallata, Y. N. (2024). Exploring the Influence of Instagram Usage on English Education Students’ Vocabulary Acquisition at UKI Toraja. International Journal of Social Science and Human Research, 07(01). https://doi.org/10.47191/ijsshr/v7-i01-62
Lazarus, K. U. (2020). Socio-demographic factors affecting reading comprehension achievement among secondary school students with learning disabilities in Ibadan, Nigeria. IAFOR Journal of Education, 8(1), 145–157. https://doi.org/10.22492/ije.8.1.09
Méndez, N. C. (2024). Instagram’s Impact on Rural Colombian English Education: A Fourth Industrial Revolution Perspective. Journal of Digital Learning and Education, 4(2), 100–113. https://doi.org/10.52562/jdle.v4i2.1056
Morshidi, A., Embi, M. A., & Hahim, H. (2019). Instagram Application: An Active Tool in Cultivating Reading Behaviour. Journal of Information System and Technology Management, 4(11), 95–106.
Mulyadi, D., Aimah, S., Arifani, Y., & Singh, C. K. S. (2022). Boosting EFL Leaners’ Listening Comprehension through a Developed Mobile Learning Application: Effectiveness and Practicality. Applied Research on English Language, 11(3), 37–56. https://doi.org/DOI: 10.22108/ARE.2022.130726.1785
Mutiarasari, M. I., Ngadiso, & Kristina, D. (2020). Indonesian learners’ perception on the usage of mobile applications in writing skill. Leksika, 14(1), 36–42.
Niño, C., Portilla, R., Vega, S., Natalia Cardozo Niño, H., Paola Rojas Portilla, E., & Marcela Sierra Vega, C. (2024). Implementation Of Instagram to Foster English Lexical Competence Development: An Action Research. Bilingual Research Academic Journal, 1(1), 16–35. https://doi.org/10.24054/braj.v1i1.3177
O’Flynn, K. (2016). Students’ Reading Interests Impact on Reading Comprehension Abilities How has open access to Fisher Digital Publications benefited you? Students’ Reading Interests Impact on Reading Comprehension Abilities. St. John Fisher College.
Putri, N., Saehu, A., & Bactiar. (2025). Boosting English Motivation and Writing Proficiency through Instagram Captions in Discovery-Based Learning. Indonesian Journal of Educational Science, 7(2). 182–193.
Rahayu, N. S., Rahayu, Y. S., & Ramadhani, R. F. (2025). Unveiling the Effectiveness of Instagram to enhance Descriptive Text writing. English Education and Literature Journal, 5(2), 171–180.
Ramalia, T. (2021). The Students’ Perspective of Using Instagram as a Writing Assignment Platform. J-SHMIC: Journal of English for Academic, 8(2), 122–131. https://doi.org/10.25299/jshmic.2021.vol8(2).7433
Reflianto, Setyosari, P., Kuswandi, D., & Widiati, U. (2021). Reading comprehension skills: The effect of online flipped classroom learning and student engagement during the COVID-19 pandemic. European Journal of Educational Research, 10(4), 1613–1624. https://doi.org/10.12973/EU-JER.10.4.1613
Rinda, R. K., Novawan, A., & Miqawati, A. H. (2018). Students’ perspectives on social media-based learning of writing through Instagram. 5(1), 23–33.
Saifuddin, M., Islam, M. H., & Hasanah, S. (2024). Students’ Perception of Utilizing Instagram as a Learning Aid in Their Speaking English. Journal of English Language Education and Literature, 9(1), 40–50.
Sarwoko, G. P., Sabudu, D., & Rorimpandey, R. (2024). Students’ Perception Towards Instagram as English Mobile learning. Journal of Teaching English, Linguistics, and Literature, 3(11), 1450–1476.
Suryantari, H., & Priyana, J. (2018). Exploring Ways of Using Facebook and Instagram in Teaching English. 165(Iccsr), 298–301. https://doi.org/10.2991/iccsr-18.2018.66
Thomas, K. (2019). Reading and Writing Activities on Instagram. JALT Postconference Publication, 472–481. https://doi.org/10.37546/jaltpcp2019-54
Thomas, K., & Park, S. (2020). Integrating Instagram into the Curriculum of a Japanese Freshmen English Communication Course for Reading and Writing Activities Kevin Thomas and Simon Park, Asia University. CELE Journal, 28, 93–116. https://doi.org/11300289
Wan Azli, W. U. A., Shah, P. M., & Mohamad, M. (2018). Perception on the Usage of Mobile Assisted Language Learning (MALL) in English as a Second Language (ESL) Learning among Vocational College Students. Creative Education, 09, 84–98. https://doi.org/10.4236/ce.2018.91008
Zárate, P., & Cisterna, C. (2017). Action Research: The Use of Instagram as an Interactive Tool for Developing the Writing of Short Stories. European Journal of Education Studies, 2(8), 527–543. https://doi.org/10.5281/zenodo.1035497
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Published
2025-10-31
How to Cite
Sudiran, S., Taufiq, W., & Adi, A. P. K. (2025). Enhancing EFL students’ reading comprehension through Instagram: A quasi-experimental study. JEES (Journal of English Educators Society), 10(2), 177–185. https://doi.org/10.21070/jees.v10i2.1957
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