Abstract:

With the increasing popularity of mobile technology teachers and educators cannot help preventing mobile devices from classrooms. Latest literature reviews indicate the growing interest in mobile-assisted language learning (MALL) where researchers emphasize the need of integrating mobile technology in teaching English as a foreign language (EFL) especially in the system of higher education (see, for example, L. Naismith et al., 2004, M. K. Kabilan, N. Ahmad & M. J. Z. Abidin, 2010, M. O. M. El-Hussein & J. C. Cronje, 2010, R. Godwin-Jones, 2011, E. F. Simon & C. P. Fell, 2012). This research presents a case study of using a mobile application Instagram in Teaching EFL with advanced level students (N=13) in Kazan Federal University, Russia. The researchers chose a mobile application Instagram as a study platform for teaching EFL for a number of reasons. Firstly, Instagram is currently considered among the most popular online social networking among the youth aged 18-25. So, we believe that using some popular technologies and environment in the classroom increases students’ interest and, consequently, the effectiveness of education. Secondly, this app allows users to upload 20-second length videos without function “pause” that we found very beneficial for the learners’ comprehension skills. The instructors uploaded 3 videos per week including some tasks and exercises in order to check the listening comprehension.

The study investigates the effectiveness of a mobile app Instagram as an educational environment for learning EFL. The data comes from the quantitative (open response questionnaire) and qualitative (face-to-face interviews) research methodology. The research also includes the results of pre- and post-tests involving listening skills of the university students.

Keywords:

Mobile-assisted language learning, English as a foreign language, Instagram.