STUDENTS’ PERCEPTIONS OF SITUATED AND TRANSFORMED PRACTICES IN EFL VOCABULARY LEARNING ON INSTAGRAM
DOI:
https://doi.org/10.35194/jj.v14i2.6425Keywords:
Instagram, Vocabulary Learning, Situated and Transformed practicesAbstract
Although Instagram offers several multimodal features that aid vocabulary learning, the presence of entertainment content and the lack of explanations for certain words can still affect how useful the platform is used as a learning tool. This study aims to explore EFL students’ perspectives on the use of Instagram in English vocabulary learning and how this platform supports both situated and transformed practices. The participants in this study consisted of 45 students in the English Language Teaching Department at Islamic State University in Cirebon. The method used in this study was a quantitative approach using an online questionnaire to assess students’ views on the use of Instagram across aspects of multimodality, technology in language learning, knowledge processes, and learning outcomes. The results of this study indicate that students generally responded positively to the use of Instagram as a tool for learning vocabulary. The findings also suggest that Instagram is perceived as capable of supporting vocabulary learning through the presentation of multimodal content, ease of access, and a learning experience aligned with the daily digital activities undertaken by students. In addition, Instagram is considered capable of supporting both situated and transformed practices by facilitating the understanding and application of vocabulary in various contexts, including education and social communication. Therefore, this study suggests that Instagram has the potential to serve as a supportive medium in English vocabulary learning, although it still requires appropriate pedagogical guidance to ensure its use provides maximum benefit to students’ learning processes.
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