Journal Screenshot

International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

Instaread to Enhance Reading Comprehension and Improve Vocabulary Learning among Form 4 ESL Learners

Shamini Sanmugam, Hamidah Yamat

http://dx.doi.org/10.6007/IJARPED/v11-i3/14745

Open access

This research reports the use of Instaread to enhance reading comprehension and to improve vocabulary learning among Form 4 ESL learners. It aimed to find out the effectiveness of
technological tools as one of the reading comprehension strategies and to encourage learners to learn vocabulary among upper secondary school students especially during Covid -19 pandemic. Data was collected using a questionnaire, reading and vocabulary tests.The findings show that learners have positive feedback on the use of this intervention. They show active participation towards the lesson and it can be concluded that these reading comprehension successfully help the students to learn a language.

Abdullah, A. N., & Yunus, M. M. (2019). Students’ Reading Motivation Across Gender and the Teachers’ Perception in Malaysian Primary Classroom. Modern Journal of Language Teaching Methods (MJLTM). 1-10.
Abidin, M., Pour-Mohammadi, & Jesmin, A. (2011). A survey of Online Reading Habits of Rural Secondary School Students in Malaysia. International Journal of Linguistics, 3(1), 1-18.
Akdogan, E. (2017). Developing vocabulary in game activities and game materials. Journal of Teaching and Education, 7(1), 31–66.
Al-Ali, S. (2014). Embracing the Selfie Craze: Exploring the Possible Use of Instagram as a Language mLearning Tool. Issues and Trends in Educational Technology, 2 (2), 1-16.
Alghamdi, Mohammed. (2018). Arabic Learners’ Preferences for Instagram English Lessons. English Language Teaching, 11(8), 103-110.
Al-Jarrah, T. M., Al-Jarrah, J. M., Talafhah, R. H., & Mansor, N. (2019). The Role of Social Media in Development of English Language Writing Skill at School Level. International Journal of Academic Research in Progressive Education and Development, 8(1), 87–99.
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning and Technology, 5(1), 202-232.
Alzamil, L. A. (2020). Uncovering Gender Differences in Saudi EFL Learners' Attitudes Towards the Use of Instagram as a Language Learning Tool. International Journal of Linguistics 2020, Vol. 12, No. 5, 17-29.
Amirian, M. R., & Heshmatifar, Z. (2013). A survey on vocabulary learning strategies: A case of Iranian EFL university students. Journal of Language Teaching and Research, 4(3), 636-641.
Annamalai, S., & Muniandy, B. (2013). Reading Habit and Attitude among Malaysian Polytechnic Students. International Online Journal of Educational Sciences, 5 (1), 32-41. Retrieved from https://iojes.net/index.jsp mod=tammetin&makaleadi=&makaleurl=IOJES_946.pdf&key=41147
Anggraeni, C. W. (2017).Students Perspectives toward the Use of Instagram in Writing Class. In English Language and Literature International Conference (ELLiC) Proceedings(Vol. 1, pp. 68-74).
Aydin, S. (2014). Foreign language learners’ interactions with their teachers on Facebook. System, 42(1), 155–163. https://doi.org/10.1016/j.system. 2013.12.001
Badrasawi, K. J., Kassim, N. L. A. (2020). Reading Skill among Malaysian ESL Lower SecondaryStudents: Which Girls and Which Boys are Achieving and Underachieving?. Iium Journal Of Educational Studies, 8:2 (2020) 88-111
Bailey, F., & Fahad, A. K. (2021). Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning. Arab World English Journal, 12 (2) 540 -550. DOI: https://dx.doi.org/10.24093/awej/vol12no2.36
Bakar, N. I. A., & Ismail, H. H. (2021). Exploring Vocabulary Items in Malaysia Year 5 English Language Textbook (English Plus 1). International Journal of Academic Research in Business and Social Sciences, 11(12), 2296–2315.
Balan, S., Katenga, J. E., & Simon, A. (2019). Reading Habits and Their Influence on Academic Achievement Among Students at Asia Pacific International University. Abstract Proceedings International Scholars Conference, 7(1), 1469-1495.
Balakrishnan, V., Teoh, K. K., Pourshafie, T., Liew, T. K. (2017) Social media and their use in learning: a comparative analysis between Australia and Malaysia from the Learners’ perspectives. Australas J Educ Technology. 33:81–97.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Barth, B. (2015). Bruner’s Ways of Knowing. From the Cognitive Revolution to the Digital Revolution: Challenges for the Schools and Teachers of Today. In: G. Marsico (ed.) Jerome S. Bruner beyond 100. (pp. 173-183). Switzerland: Springer.
Barzani, S. H. H. (2020). The Perceptions of EFL Teachers and Students on the use of Short Stories to Enhance Reading Comprehension. Asian EFL Journal Research Articles. Vol. 27 Issue No. 3.1 June 2020.
Bavi, F. (2018). The effect of using fun activities on learning vocabulary at the elementary level. Journal of Language Teaching and Research, 9 (3), 629-639.
Bell, M. A. (2013). Picture this! Using Instagram with students. Internet@Schools, 20(4), pp. 23-25.
Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative Acquisition. Journal of Educational Psychology, 93, 498-520
Tucsen, C. (2009). Learning And Teaching Languages Online: A Constructivist Approach. Novitas-Royal, 2009, Vol.: 3(1), 60-74.
Coakes, S. J., Steed, L., & Ong, C. (2010). SPSS version 17.0 for windows: Analysis without anguish. Milton, Qld: John Wiley & Sons Australia.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s theory of learning and school instruction. 39-64.
Che Musa, N., Koo, Y. L., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. Journal of Language Studies, 12(1), 35–51.
Chew, F. P. (2012). Literacy among the Secondary Schools Students in Malaysia. International Journal of Social Science and Humanity, Vol. 2, No. 6, November 2012. 546-550
Chu, A. W. S., Vun, J. L. Y., Fung, M. E., & Willibrord, O. (2019). Vocabulary Size of Malaysian Secondary School Students. International Journal of Modern Languages and Applied Linguistics. Vol. 3, No. 4, 27-34.
Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605-616.
Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80 (2), 183-198.
Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.
Derakshan, A., & Khatir, E. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research Volume 2, Issue 3, 2015, pp. 39-47.
Desa, A. F. M., Embi, M. A., Hashim, H. (2019). The Effects of Instagram Based Activities in Improving Secondary School Students’ Writing Skill. International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue IV, April 2019|ISSN 2454-6186 www.rsi international.
Dewi, L. F., & Salam, H. (2018). The Utilization of Instagram as Digital Literacy to Enhance Learner Autonomy: A Case Study in English Intensive Class Universitas Islam NegeriSunanAmpel Surabaya.
Du, X. (2009). The Affective Filter in second language teaching. Asian Social Science,5(8), 162–165. DOI:10.5539/ass.v5n8p162
Ediger, M. (2007). Reading comprehension in the science curriculum. Reading Improvement, 46(2), 78-79.
El-Hussein, M., Osman, M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Journal of Educational Technology & Society, 13(3).
Erarslan, A. (2019). Instagram as an education platform for EFL learners. Turkish Online Journal of Educational Technology - TOJET, 18(3), 54-69.
Eren, O. (2012). Students’ attitudes towards using social networking in foreign language classes: A Facebook example. International Journal of Business & Social Science, 3(20), 288–294.
Fang, Y. (2011). A Study on the Application of Input Theory to Reading Instruction in Vocational College. ISSN 1799-2591. Theory and Practice in Language Studies, Vol. 1, No. 7, pp. 903-905, July 2011.
Fania, T., & Ghaemib, F. (2011). Implications of Vygotsky’s Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences 29 (2011) 1549 – 1554.
Greenhow, C., & Burton, L. (2016). Help From My “Friends”: Social Capital In The Social Network Sites Of Low-Income Students. J. Educational Computing Research, Vol. 45(2) 223-245, 2011.
Haider, M., & Yasmin, A. (2015). Significance of Scaffolding and Peer Tutoring in the Light of Vygotsky’s Theory of Zone of Proximal Development. International Journal of Languages, Literature and Linguistics, Vol. 1, No. 3, September 2015.
Hajimia, H., Singh, M. K. S., Chethiyar, S. D. M., & Vedamanikam, M. (2020). Second Language Acquisition: Krashen’s Monitor Model and the Natural Approach. PEOPLE: International Journal of Social Sciences, 6(3), 87-99.
Hammond, A. (2012). The most widely spoken language (Blog post).Retrieved from http://blog.esl-languages.com/blog/esl/most-spoken-languages-world/.
Handayani, A., Cahyono, B., & 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.
Holme, R. (2004). Literacy: an introduction .UK: Edinburgh University Press Ltd.
Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments.in Constructivist Learning Environments: Case Studies in Instructional Design. Brent G. Wilson (Ed.). Englewood Cliffs: Educational Technology Publications: 11-24.
Hussin, N. I. S. M., Nimehchisalem, V., Kalajahi, S. A. R., & Yunus, N. (2016). Evaluating the presentation of new vocabulary items in Malaysian form three English language textbook. Malaysian Journal of Languages and Linguistics (MJLL), 5(1), 60-78.
Idris, H., & Ghani, R. A. (2012). Construction of knowledge on facebook. 3L: Language, Linguistics, Literature, 18(3), 61– 72. Instagram. (2015). Available online. Retrieved from https:// instagram.com/press/.
Inderjit, S. (2014). Reading Trends and Improving Reading Skills among Students in Malaysia. International Journal of Research in Social Sciences, 3(5), 70-81. Retrieved from http://ijsk.org/uploads/3/1/1/7/3117743/6_reading_skills.pdf
Janthong, J., & Sripethpun, W. (2010). English Reading Comprehension and Reading Habit Improvement: Use of Questioning Technique. The 2nd International Conference on Humanities and Social Sciences.
Jeevaratnam, J. A., & Stapa, M. (2020). Cognitive Reading Strategies Employed by Form Three Malaysian English as Second Language (ESL) Students. LSP International Journal, Vol. 7, Issue 1, 2020, 1–26
Jimoyiannis A., Tsiotakis P., Roussinos D., & Siorenta A. (2013). Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0. Australasian Journal of Educational Technology, 29(2), 248-267.
Koda, K. (1994). Second language reading research: Problems and possibilities, Applied Psycholinguistics, 15(1), 1-28
Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York, NY: The Guilford Press.
Krashen, S. D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe.
Krashen, S. D. (1981). Principles and Practice in Second Language Acquisition. English Language Teaching series. London: Prentice-Hall International (UK) Ltd. 1-202
Kurdi, A. (2017). Enhancing students' writing habits through Instagram. In Proceedings of the 4th International Language and Language Teaching Conference, Yogyakarta (pp. 16-24).
Latifi, M., Ketabi, S., Mohammadi, E. (2013). The Comprehension Hypothesis Today: An Interview with Stephen Krashen. Electronic Journal of Foreign Language Teaching 2013, Vol. 10, No. 2, pp. 221–233.
Lee, Y. V., & Wong, S. C. (2020). Teaching Reading In Rural Secondary Schools In Sabah: A Preliminary Study. Borneo Akademika, Vol. 4 Special Issue October 2020, 59 - 69.
Levine, A., Ferenz, O., & Revez, T. (2000). EFL academic reading and modern technology: How can we turn our students into independent critical readers? Teaching English as Second and Foreign Language TESL-EJ, 4 (4).
Li, V. (2017). Social Media in English Language Teaching and Learning. International Journal of Learning and Teaching Vol. 3, No. 2, June 2017. 148-153.
Lin, H. C. K., Chao, C. J., & Huang, T. C. (2015). From a perspective on foreign language learning anxiety to develop an affective tutoring system. Educational Technology Research and
Development, Volume 63, 1-14.
Lumby, C., Anderson, N. & Hugman, S. (2014) Apres Le Deluge: social media in learning and teaching, The Journal of International Communication, 20(2), 119-132, DOI:
10.1080/13216597.2014.926283
Olesugun. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning.IOSR Journal of Research & Method in Education. Volume 5, Issue 6 Ver. I (Nov. Dec. 2015), PP 66-70. Othman, W.R.W., Z.F.M. Apandi and N.H. Ngah, 2016. The Uses of Social Media on Student's
Communication and Self Concepts among TATIUC Students. Indian Journal of Science and Technology, 9 (17): 1-8.
MacIntyre, P. (2002). Motivation, anxiety, and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). Amsterdam: John Benjamins
Mansor, N., & Rahim, N. A. (2017). Digital Written Discourse. Man in India, 97(20), 115-124.
Martunis, M. (2020). The Benefits of Social Media As A Modern Teaching And Learning Tool In Higher Education In Indonesia. Journal of English Language and Education, 1(2), 70-79
Maulina, C. R. (2018). An Analysis of Students’ Ability in Writing Caption Through Instagram. Research in English and Education.3(1),8-16
Mbati, L. (2013). Online Social Media Applications for Constructivism and Observational Learning. International Review of Research in Open and Distributed Learning, 14(5), 166–185.
https://doi.org/10.19173/irrodl.v14i5.1579
McGee, L. M., & Richgels, D. J. (2000). Literacy beginnings: Supporting young readers and writers. Boston: Allyn and Bacon.
Mediha, N., & Enisa, M. (2013). A comparative study on the effectiveness of using traditional and contextualized methods for enhancing learners’ vocabulary knowledge in an EFL classroom. Procedia - Social and Behavioral Sciences 116 (2014) 3443 – 3448.
Moalosi, W. T. S. (2013). Assessing Vygotsky’s Model for Students Learning. Educational Research International. Vol. 2 No. 3 December December December 2013. 39-42.
Musa, N. C., Lie, K. Y., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online® Journal of Language Studies, 12(1).
Mukundan, J., Mahvelati, E. H., Din, M. A., & Nimehchisalem, V. (2013). Malaysian Secondary School Students’ ESL Writing Performance in an Intensive English Program. World Applied Sciences Journal 22 (12): 1677-1684, 2013
Nath, P. R., Mohamad, M., & Yamat, H. (2017). The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners. Creative Education, 8, 1357-1378.
https://doi.org/10.4236/ce.2017.88096
Nikitina, L. (2010). Addressing pedagogical dilemmas in a constructivist language learning experience. Journal of the Scholarship of Teaching and Learning, Vol. 10, No. 2, June 2010, pp. 90 – 106.
Norman, H., Nordin, N., Din, R., Ally, M., & Dogan, H. (2015). Exploring the Roles of Social Participation in Mobile Social Media Learning: A Social Network Analysis.
Ohta, A. S. (2005). Interlanguage pragmatics in the zone of proximal development. System, 33, 503-517
Pani, S. (2004). Reading strategy instruction through mental modelling. ELT Journal, 58 (4), 355-362.
Park, H., Hong, C., Choi, H., Hwi, H., & Larsen, C. G. (2014). Affective Filter in Second Language Learning in South Korea. International Journal of Foreign Studies Volume 7, Number 2, December 2014, 43-58.
Piniel, K., & Csizer, K. (2013). L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context. Studies in Second Language Learning and Teaching. 523-550
Rahim, P. R. M. A., Yusuf, F., & Dzulkafly, Z. (2017). Facilitating Reading Comprehension among ESL Learners Using Graphic Organizers. Malaysian Journal of ELT Research, 13(1), 30-42.
Raj, A. S. (2008). The Effectiveness of the Question and Answer Relationship (QAR) Strategy in Enhancing Reading Comprehension among ESL Students. Faculty of Education and Languages:Open University Malaysia.
Saffarian, R., & Gorjian, B. (2012). Effect of computer-based video games for vocabulary acquisition among young children: An experimental study. Journal of Comparative
Literature and Culture, 1(3), 44-48.
Samat, N. A., & Khaidzir, S. N. A. (2019). International Journal of Engineering and Advanced Technology (IJEAT) ISSN: 2249 – 8958, Volume-8 Issue-5C, May 2019 India
Salomon, D. (2013). Moving on from Facebook Using Instagram to connect with undergraduates and engage in teaching and learning. College & Research Libraries News, 74(8), 408-412.
Shazali, S. S., Shamsudin, Z. H., & Yunus, M. M. (2019). Instagram: A Platform to Develop a Student's Writing Ability. International Journal of Academic Research in Business and Social Sciences, 9(1), 88–98.
SorayaieAzar, A. (2012). The effect of games on EFL learners’ vocabulary learning strategies. International Journal of Applied and Basic Sciences, 1(2), 252-256.
Soviyah, S., & Etikaningsih, D. R. (2018). Instagram use to enhance ability in writing descriptive texts. Indonesian EFL Journal, 4(2), 32-38.
Stephen Krashen. (1986). Second language acquisition and second language learning. Prentice-Hall International.
Schulz, R. (1991). Second language acquisition theories and teaching practice: How do they fit?The Modern Language Journal, 75, 17-26
Sulong, R. M., Ahmad, N. A., Hassan, N. C., Zainudin, Z. N., Ismail, I. (2019). Academic Resilience among Malaysian Secondary School Students: A Confirmatory Factor Analysis.
International Journal of Academic Research in Progressive Education and Development, 8(4),550–565
Tahar, M. M., Toranb, H., Mohd, M. H., & Barid, S. (2010). Reading skills among year one students in Malaysia. Procedia Social and Behavioral Sciences 9 (2010) 378–383.
Thornbury, S. (2006). How to teach vocabulary. Pearson Education India.
Vanpattern, B. (1996) Input Processing and Grammar Instruction in Second Language Acquisition. New Jersey: Ablex Publishing Corporation Norwood.
Veresov, N. (2004). Zone of proximal development (ZPD): the hidden dimension?. Language as culture – tensions in time and space. Vol. 1, pp. 13-30.
Viberg, O., Khalil, M., & Baars, M. (2020). Self-regulated learning and learning analytics in online learning environments: A review of empirical research. In C. Rensing & Drachsler, H. (Eds.), Proceedings of the Tenth Conference on Learning Analytics and Knowledge (pp. 524–533). Association for Computing Machinery.
Vie, S. (2008). Digital divide 2.0: “Generation M” and online social networking sites in the composition classroom. Computers and Composition, 25(1), pp. 9-23.
Vishalache, B. (2013). Dialogic Learning in Moral Education: From Vygotsky’s ZPD to ZCD.
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment. 258-265.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wang, B. T., Teng, C. W., & Chen. H. T. (2015). Using iPad to Facilitate English Vocabulary Learning. International Journal of Information and Education Technology, Vol. 5, No. 2,
100-104.
Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literary research: Constructing meaning through collaborative inquiry (pp. 51-85). Cambridge: Cambridge University Press.
Wilson, R. (2000). A Summary of Stephen Krashen's Principles and Practice in Second Language Acquisition Language Impact.com, Web. 18 April 2011.
Wu, W. (2010). The Application of Input Hypothesis to the Teaching of Listening and Speaking of College English. Asian Social Science Vol. 6, No. 9; 131-147.
Xu, Z., & Shi, Y. (2018). Application of Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case Study. Theory and Practice in Language Studies, Vol. 8, No. 7, pp. 880-887.
Yadav, M. S. (2020). Role of Social Media in English Language Learning to the Adult Learners. International Journal of Linguistics, Literature and Translation (IJLLT). 4(1):238-247.
Yang, L., & Wilson, K. (2006). Second Language Classroom Reading: A Social Constructivist Approach. The Reading Matrix Vol. 6, No. 3, December 2006. 364-372.
Yunus, M. M., Li, L. K. S., & Ishak, N. M. (2012). Benefits of Using Web 2.0 Technologies for English Language Learning: Gifted Students’ Perception. Advances in Environment,
Computational Chemistry and Bioscience. 978-1-61804-147-0
Zarei, N., & Rudravarapu, R. (2019). Using Instagram In English Language Learning. Research Journal of English Language and Literature (RJELAL). Vol.7.Issue 2. 2019. 2395-2636.
Zin, Z. M., Eng, W. B., Galea, S. R. (2010). Critical Reading Ability and its Relation to L2 Proficiency of Malaysian ESL Learners. 3L: The Southeast Asian Journal of English Language Studies – Vol 20(2): 43 – 54.
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10, 268–88
Zhang, L. J. (2000) Metacognition in L2 reading literacy acquisition: The case of ten Chinese students learning to read EFL. In A. Brown (Ed.), English in Southeast Asia 99: Developing
Multiliteracies (pp.83-96).
Zulfakar, A. M., Zabidi, N. A. (2020). Perceptions and Attitudes of the Use of Mobile Phones in English Language Learning. Jurnal Wacana Sarjana Volume 4(3) June 2020
Zulkefly, F., & Razali, A. B. (2017). Attitudes towards learning English as a Second Language (ESL): the case of students in a rural secondary school in Malaysia. Journal of Studies in Social
Sciences and Humanities Volume 3, No. 1, 2017, 12-34.
Zwiers, J. (2005). Building Reading Comprehension Habits in Grades 6–12. Newark, DE: International Reading Association.

In-Text Citation: (Sanmugam & Yamat, 2022)
To Cite this Article: Sanmugam, S., & Yamat, H. (2022). Instaread to Enhance Reading Comprehension and Improve Vocabulary Learning among Form 4 ESL Learners. International Journal of Academic Research in Progressive Education and Development, 11(3), 1244–1295.