Instag(R)ite: Integrating Visual Social Media into Academic Writing Instruction
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| Title: | Instag(R)ite: Integrating Visual Social Media into Academic Writing Instruction |
|---|---|
| Language: | English |
| Authors: | Saadet Korucu-Kis (ORCID |
| Source: | Computer Assisted Language Learning. 2025 38(4):799-830. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing (Composition), Writing Instruction, Visual Aids, Social Media, Multiple Literacies, Undergraduate Students, Computer Assisted Instruction, Second Language Instruction, Second Language Learning, English (Second Language), Active Learning, Writing Processes, Prewriting, Collaborative Writing, Visual Literacy, Foreign Countries, Writing Evaluation, Revision (Written Composition) |
| Geographic Terms: | Turkey |
| DOI: | 10.1080/09588221.2023.2228838 |
| ISSN: | 0958-8221 1744-3210 |
| Abstract: | Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can be integrated to support the development of academic writing skills has remained widely untapped. This case study hence attempts to explore learners' perceptions of the possible impact of visual social media-supported pedagogy on the learning progress of academic writing through the lens of a multiliteracies pedagogy that integrates rather than isolates the study of linguistic, visual, and sociocultural elements. Forty-nine first-year undergraduates enrolled in an English language teaching (ELT) program participated in the study. Adopting a constant comparative method, students' journals, responses to open-ended surveys and focus group interviews were qualitatively analyzed. Analysis results revealed that the majority of the participants had positive perceptions of the adopted pedagogy due to the following experiences: (a) active learning at the pre-writing stage--an aspect that received far too little attention in studies focusing on the use of SNSs in academic writing, (b) seeing the familiar unfamiliar (c) interactive learning, and (d) self-regulated learning. The study provides fresh insights for educators seeking for innovative applications in writing classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474069 |
| Database: | ERIC |
| Abstract: | Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can be integrated to support the development of academic writing skills has remained widely untapped. This case study hence attempts to explore learners' perceptions of the possible impact of visual social media-supported pedagogy on the learning progress of academic writing through the lens of a multiliteracies pedagogy that integrates rather than isolates the study of linguistic, visual, and sociocultural elements. Forty-nine first-year undergraduates enrolled in an English language teaching (ELT) program participated in the study. Adopting a constant comparative method, students' journals, responses to open-ended surveys and focus group interviews were qualitatively analyzed. Analysis results revealed that the majority of the participants had positive perceptions of the adopted pedagogy due to the following experiences: (a) active learning at the pre-writing stage--an aspect that received far too little attention in studies focusing on the use of SNSs in academic writing, (b) seeing the familiar unfamiliar (c) interactive learning, and (d) self-regulated learning. The study provides fresh insights for educators seeking for innovative applications in writing classrooms. |
|---|---|
| ISSN: | 0958-8221 1744-3210 |
| DOI: | 10.1080/09588221.2023.2228838 |
