Abstract
In this article I report on research that I undertook for my master’s degree. My research focused on the use of Instagram within a task-based blended-learning approach to help Afrikaans language acquisition students to learn new vocabulary.
The research is introduced with a comprehensive theoretical framework that investigates the new generation of students currently on campus, approaches to language teaching such as mobile-assisted language teaching, and the blended-learning approach. Furthermore, it focuses on the use of social media platforms in language teaching and various studies that have already been undertaken in the field. The goal of this study is to design task-based lessons, of which one lesson is discussed as an example in this article. A thorough theoretical framework provides the basis for the design and outline of the task-based lesson. For the purpose of this article and the broader research study, Willis’s task model was identified as the model used to structure the lesson. The model consists of a pre-task, task cycle and post-task. The post-task contains a language focus, which is where specific vocabulary is practised. The article concludes with guidelines for teachers and lectures, providing final insights and recommendations on how to use Instagram in the classroom.
Generation Z (also known as iGen or Net Gen) was born between 1995 and 2015. This generation has grown up in a time when smartphones are intertwined with their daily lives and they are permanently connected to the internet. Postolov, Sopova and Iliev (2017:111) describe this generation as follows: “[T]hey are digital-centric, and technology is their DNA. […] They were born and raised in the digital world and what distinguishes them from other generations is that their existence is more connected to electronics and the digital world.” Rothman (2016) argues that Generation Z persons’ brains are different from those of other generations. She states the following: “The brains of Generation Z have become wired to sophisticated, complex visual imagery, and as a result, the part of the brain responsible for visual ability is far more developed, making visual forms of learning more effective.” This is an important finding and leads one to argue that new opportunities for visual learning are needed. As Generation Z persons’ lives are intertwined with their smartphones, the possibility of mobile-assisted language learning needs to be considered.
Mobile-assisted learning (m-learning) is learning where smartphones and other portable devices are used for teaching and learning. There are advantages to using a smartphone for language teaching, as it can be used at any time and anywhere (Basoglu and Akdemir 2010:1). The use of a smartphone does not replace current learning aids such as worksheets, activities or textbooks, but it is, instead, an extension of these resources that brings to the fore new characteristics for the learning environment. Students’ experience using a smartphone for language learning and their attitude towards the use of a smartphone for learning also play a role in determining the quality and success of m-learning (Mosavi and Nezarat 2012:310). This article suggests a model where Instagram is combined with m-learning to complete tasks in and outside of the classroom and thus leads to a blended-learning approach.
Blended learning is the combination of face-to-face learning with technology-supported learning which includes m-learning. Tertiary institutions are making use of blended learning because of the advancement of technology that makes it possible for students to have access to devices and be connected the internet. When face-to-face learning overlaps with online learning, blended learning takes place (Heinze and Procter 2004:2)). Blended learning has the advantage that it is more accessible and flexible and offers convenience for students. It promotes motivation and autonomy as it gives students the space to take responsibility for their own learning (Gedik, Kiraz and Ozden 2012:110). Kachmarchyk, Khrystiuk and Shanaieva-Tsymbal (2019:89) state that blended-learning interactivity among students is encouraged because of the combination of teaching methods and activities. Blended learning makes use of synchronous elements (students meet with the lecturer at a specific time and place) and asynchronous elements (they complete activities in their own time), which keeps costs down and improves learning engagement (Aalbers 2017:10). Thus, students can begin with a task in class and then complete the task outside of the classroom in their own time. There are a few challenges regarding blended learning, such as that it can increase students’ and lecturers’ workload; it requires technical support; and students need to maintain a balance between the different learning environments (Gedik et al. 2012:111). However, it is sensible to argue that blended learning has many advantages despite some challenges. This article suggests a model that not only makes use of m-learning, but also shows how Instagram can be used as a blended-learning tool.
Multiple studies have been done on the use of social media platforms in the classroom – platforms like Facebook (e.g. McCarthy 2010; Bowman and Akcaoglu 2014), Twitter (e.g. Krüger-Ross, Waters and Farewell 2012; Reed 2013) and more recently WhatsApp (Lawrence 2021). Instagram, a social media platform that was introduced in 2010, has the potential to be used in the language classroom because it has contextualised visual data (Al-Ali, 2014:3). This social media platform is used to post photos and short videos that you can share with others, and you can also comment on others’ photos and videos. Functions that are available on this smartphone application include: creating an account, using filters, adding captions and locations, using hashtags, sending private messages, and following other users’ accounts (Al-Ali 2014:2). Another useful function is publishing a story on Instagram that is available for only 24 hours. The story can be saved to your profile to keep it permanently on your page. Instagram stories have multiple functions, such as publishing a quote, asking your followers a question, posting a short survey or asking your followers to ask a question. Taking this functionality into account as well as the fact that the platform has gained popularity among students (Clement 2021), it can be argued that this platform is valuable to use in the classroom as it makes use of students’ own world experiences.
Task-based language teaching provides authentic contexts for students to use a language (Beukes 2017:19). The definition of a task by Adendorff (2012:34) states that a task is a piece of classroom work where students who are enrolled in the Afrikaans Language Acquisition course must use the language to understand, manipulate, communicate or be able to apply all three whiles being aware of the grammatical knowledge to convey meaning, and this is taken as my main definition. The focus of a task is to use the language within real-world situations. Several task models were investigated, but Willis’s (1996) task model is used as my main model because of the language focus in the post-task where students can practise specific vocabulary.
The article sets out an example of a task-based lesson structured according to a pre-task, task-cycle and post-task model, where Instagram is used as a blended-learning resource to help students to learn new Afrikaans vocabulary. This example serves as a guideline on how Instagram can be used to create new opportunities for students to complete language tasks. An application that students make use of in their daily lives produces a sense of familiarity, and students can use this application for educational purposes. The article concludes with guidelines for teachers and lecturers and considerations to keep in mind when using Instagram as a blended-learning tool to help them design similar lessons.
Keywords: Afrikaans language acquisition; blended learning; Instagram; mobile-assisted language learning; social media platforms in language teaching; task-based language teaching; vocabulary learning
- This article’s featured image was created by Cottonbro Studio and obtained from Pexels.