#LearnEnglish: Social media, language learning, and the need for critical digital literacy

Abstract

This research aims to explore how English as a Foreign Language learners interact with English-language educational material on Instagram, using the framework of Critical Digital Literacy (CDL). Utilizing a qualitative approach, the study included 13 university students from diverse educational backgrounds, self-identified as English learners following multiple English-teaching Instagram accounts. Data were collected through semi-structured interviews and digital diaries, which were gathered in a one-month period. The interviews and digital diaries were analyzed by thematic and content analysis based on key CDL constructs, including authorship awareness, ideological critique, and digital agency. Three prominent themes surfaced: (1) trust, credibility, and the problem of invisible authorship; (2) platform pressures and the influence of performative content; and (3) passive consumption and the limits of motivation. While the participants demonstrated some level of critical awareness, their evaluation and reflection practices were lacking and underdeveloped. The study indicates that it is crucial to explicitly integrate CDL principles into EFL teaching practices. This integration would provide learners with the ability to critically evaluate the credibility and educational value of informal digital learning resources. The research adds to the expanding literature on informal digital language learning and emphasizes the need for further empirical studies into teaching methods that promote reflective and engaged use of social media-based educational platforms.