From Scrolling to Learning: Students’ Perceptions of Instagram for English Reading Comprehension

Abstract

The integration of social media into English language learning has created new opportunities for students to access authentic materials, improve engagement, and develop language skills beyond the classroom. This study aimed to investigate students’ perceptions of using Instagram to support English learning, particularly in enhancing reading comprehension. The study employed a qualitative descriptive design involving 15 students from the English Education Department at Universitas Muhammadiyah Enrekang. Data were collected through a questionnaire consisting of 30 statements distributed using Google Forms. The findings revealed that students generally had positive perceptions of Instagram as a learning medium. Most students agreed that Instagram supported their reading activities by providing accessible, interesting, and varied English content. The highest percentage showed that 47% of students agreed that Instagram helped them during reading-based learning activities, while only 7% disagreed. These results indicate that Instagram can encourage students to read English texts more actively, identify difficult vocabulary or expressions, and summarize reading content more effectively. However, students also encountered several obstacles, including poor internet connection and technical problems with mobile devices. Overall, the study suggests that Instagram can be used as a supportive digital learning platform to enhance students’ English reading comprehension when integrated appropriately into language learning activities.