ISSN: 2222-6990
Open access
In the world of globalization, education in English is known to be the passport where the future belongs. The limitations of learning English should not be set just between books and classrooms. Using the existing application called Instagram, this approach was used for the 30 Year 9 ESL learners. Most learners under the ESL classrooms are from non-English speaking backgrounds. These learners possess a limited number of vocabularies in English and often repeat the same vocabulary. 30 Year 9 ESL learners from the ESL classroom would benefit from this learning approach in a creative manner and. Instawrite would allow learners to obtain new vocabularies and improve in their writing skills by using the application as a medium of writing. Activities like placing a caption or describing a picture would enhance the learners to learn new words. Through these, learners would be able to employ metacognitive theory and they would broaden their vocabulary by recalling the words used in the Instawrite activity. Educators would post a picture on Instagram and learners would be required to add a caption or provide a description based on the picture. The main idea is to get the learners to engage themselves in learning new words and increase the attention of learning English in an exciting manner. Learners would be able to learn at their own phase and it would benefit them in many ways. The platform of Instagram in the English lessons would provide great contributions to the society as parents could also benefit from this platform as they would see how the progress their children are doing. The findings showed the results of learners gaining the interest to write and enhancing their list of vocabularies. To summarize the above, Instawrite is a great platform for learners to enhance both their writing and vocabulary.
Yunus, M. M., Yaacob, N., & Suliman, A. (2020). The Use of Electronic Frog VLE in Assisting Reading Comprehension Activities. Universal Journal of Educational Research, 8(3), 879-887.
Yunus, M. M., Emily, L. Y. Y., Khair, A. H., & Yusof, N. M. (2020). ACQUISITION OF VOCABULARY IN PRIMARY SCHOOLS VIA GOPIC WITH QR CODE. International Journal of English Language and Literature Studies, 9(3), 121-131.
Yunus, M. M., & Azman, M. A. (2019). Memory Stay or Stray? Irregular Verbs Learning Using Kahoot!. Arab World English Journal (AWEJ), 5(15), 206-219.
Hashim, H. U., Yunus, M. M., & Hashim, H. (2018). BITESIZE LEARNING: WHATSAPP STATUS FOR ENGLISH COMMUNICATION SKILLS. EDUINNOVATION 2018.
https://ukmfolio.ukm.my/pluginfile.php/1989458/mod_resource/content/1/MANUSCRIPT%20HAIDA%20EDUINNOVATION.pdf
Yunus, M. M. (2018). INNOVATION IN EDUCATION AND LANGUAGE LEARNING IN 21ST CENTURY. Journal of Sustainable Development Education and Research, 2(1), 33-34.
Akram, M. S., & Albalawi, W. (2016). Youths’ social media adoption: Theoretical model and empirical evidence. International Journal of Business and Management, 11(2), 22-30.
Balakrishnan, V., & Lay, G. (2016). Student’s learning style and their effects on the use of social media technology for learning. Telematics and Informatics, 33, 808-821.
Hsieh, B. (2017). Making and Missing Connections: Exploring Twitter Chats as a Learning Tool in a Preservice Teacher Education Course. Contemporary Issues in Technology and Teacher Education CITE Journal, 17(4), 549–568.
Jovanovic, J., Chiong, R., & Weise, T. (2012). Social Networking, Teaching, and Learning: Introduction to Special Section on Social Networking, Teaching, and Learning (SNTL). Interdisciplinary Journal of Information, Knowledge, and Management, 7(1), 39–43.
Lomicka, L., & Lord, G. (2016). Social Networking and Language Learning. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology. Routledge. https://doi.org/10.4324/9781315657899
Taskiran, A., Bozkurt, A., & Aydin, B. (2016). Forming Learner Communities with Twitter in EFL Context. In Society for Information Technology and Teacher Education, (SITE 2016), 1623-1627.
Fritta, F. S., Noor, H. S. (2015). Fenomena Selfie (Self Portrait) Di Instagram. Jurusan Ilmu Komunikasi Konsentrasi Hubungan Masyarakat Fakultas Ilmu Sosial Dan Politik Universitas Riau, 2(1), 1-15.
Bell, M. A. (2013). Picture this! Using Instagram with students. Internet Schools, 20(4), 23-25.
Mansor, N. (2016). Exploring The Impact of Facebook Interaction on Language Learning. Proceedings of the 5th International Conference on Language, Education, and Innovation (ICLEI) London, 137-141.
Ali, P. (2014). Instagram in Learning English Language, http://prezi.com/orhxy6-Icpc8/ instagram-in-learning-english-language/
Umrani-Khan, F., & Iyer, S. (2009). ELAM: A model for acceptance and use of e-learning by teachers and students. In Proceedings of The International Conference on e-Learning Mumbai, India: Institute of Technology Bombay, 475-485.
In-Text Citation: (Singh et al., 2021)
To Cite this Article: Singh, B. K. A., Hameed, B. S., Yunus, M. M., Hashim, H., & Hashim, H. U. (2021). Instawrite: Instagram as a Platform of Improving ESL Vocabulary among Learners in International School. International Journal of Academic Research in Business and Social Sciences, 11(12), 249–259.
Copyright: © 2021 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode