Harnessing Interactive Mobile Learning: The Impact of Instagram Reels on German Vocabulary Acquisition

Nadia Naqrash; Sharif Alghazo; Renad Al-Momani; Mohammad Rayyan

doi:10.3991/ijim.v19i20.55087

Authors

Nadia Naqrash The University of Jordan, Amman, Jordan https://orcid.org/0009-0002-2697-6258
Sharif Alghazo Sharjah University, Sharjah, UAE; The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-8163-283X
Renad Al-Momani The University of Jordan, Amman, Jordan
Mohammad Rayyan The University of Jordan, Amman, Jordan https://orcid.org/0000-0003-3576-7845

DOI:

https://doi.org/10.3991/ijim.v19i20.55087

Keywords:

Instagram Reels, vocabulary acquisition, German as a foreign language

Abstract

This study investigates the efficacy of Instagram Reels in supporting vocabulary acquisition by German as a Foreign Language (GFL) students. A mixed-method research design was adopted, utilising quantitative and qualitative measures. A questionnaire was used to examine the use of Instagram Reels by 140 university GFL learners; all were attending courses in GFL at the University of Jordan. Of these, 60 sophomore-level (30 in the control group and 30 in the experimental group) students were recruited to participate in an empirical study to gauge the effect of Instagram-based instruction on German vocabulary acquisition. Pre- and post-tests were administered to measure vocabulary acquisition and use in context. The questionnaire results highlighted that Instagram is a popular tool among GFL learners and that the primary learning goals were academic purposes and personal interests. Participants preferred content focusing on daily language use rather than grammar or cultural aspects. Instagram Reels received positive feedback for improving language skills. The empirical results indicated that the experimental group outperformed the control group; they showed significant improvement in the ability to acquire vocabulary, with adjusted post-test mean scores greater for the experimental group. The study brings to the fore some pedagogical possibilities based on integrating widely used social media tools, in this case, Instagram, while teaching foreign languages. It calls, therefore, for educators to consider a more novel pedagogical approach, creating a more active and interactive environment for learning foreign languages. The study underlines that teaching practices need modification with regard to the changing times and prevailing digital practices that the learners of today’s world have become accustomed to.

Author Biographies

Nadia Naqrash, The University of Jordan, Amman, Jordan

Nadia Naqrash works currently as an assistant professor in the Department of European Languages at the University of Jordan, Amman, Jordan. Naqrash obtained a Ph.D. in German as a Foreign Language from Technische Universität Berlin in 2020. She graduated with an M.A. from Kassel University in 2012. Her research areas include teaching German as a foreign language, Linguistics, contrastive linguistics and translation.

Sharif Alghazo, Sharjah University, Sharjah, UAE; The University of Jordan, Amman, Jordan

Sharif Alghazo is Professor of Applied Linguistics. He currently works in the Department of Foreign Languages at the University of Sharjah. He is the Coordinator of the Discourse Studies research group at the University of Jordan. His research interests are primarily focused on applied linguistics, with a special emphasis on English pronunciation, second language acquisition, and discourse analysis.

Renad Al-Momani, The University of Jordan, Amman, Jordan

I am currently Full Professor of Spanish at the University of Jordan's Department of European Languages, where I had previously held the post of Assistant Professor after completing my PhD in Hispanic Philology at the University of Complutense de Madrid in 2004. In addition to teaching and research, I have held several administrative positions at the department at the university, including Chairperson of two departments, coordinator of the Spanish section, Director at the Centre of Planning and Quality Management and the Vice dean of Scientific Research for Humanities and Administration in the Deanship of Scientific Research at the University of Jordan. I am also a member of several Spanish teaching associations in Spain. I am a member of Francisco Ayala award of Translation at the University of Granada and a reviewer in different scientific journals in Spain and United Stated of America.

Mohammad Rayyan, The University of Jordan, Amman, Jordan

Mohammad Rayyan holds the position of Professor of Linguistics, he has previously held the position of Director of Open Educational Resources and Blended Learning Center at the University of Jordan. He obtained his PhD in Linguistics from the prestigious University of Granada in Spain. Mohammad is committed to advancing education through technology and is dedicated to nurturing the inherent talents of digitally native students. His efforts are focused on shaping the educational landscape to meet the needs of the emerging digital generation. He has authored over 23 publications, which highlight his substantial research interests in fields such as phraseology, Spanish language, e-learning, and educational technologies.

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