Refina Viranti
191102010002
Several studies indicate that English language learners in higher education
frequently utilize social networks for self-directed learning outside the classroom.
However, much of that research has not focused on non-English department
students with limited time to learn English. This study explores the use of Instagram
by English language learners in higher education. The research design involved the
non-English department students who have used Instagram for English learning for
at least a year. Data were collected through semi-structured interviews and
documentation to determine to what extent Instagram promoted self-directed
learning. The findings revealed that watching Instagram Reels and reading content
in the Explore feature were common learning activities, and Instagram successfully
promoted three components of self-directed learning: need analysis, selecting
materials, and learner strategies. The study suggests that incorporating Instagram
into English language instruction can create a more student-centered approach,
empowering learners to take an active role in their own learning.
Keywords: Instagram, Non-English department students, Self-directed learning.