Learning english vocabulary via Instagram or YouTube: Surveying the impacts on motivation, growth mindfulness, willingness to communicate, and enjoyment from the lens of self-determination theory

Abstract

Language development is hugely dependent upon having a large vocabulary at our disposal. In recent years, language teachers have used different modalities (i.e., social media) to enhance the delivery of their teaching to their learners. This study investigates the effects of using Instagram and YouTube as supplementary tools for learning English vocabulary on learners' achievement, motivation, growth mindfulness, willingness to communicate (WTC), and enjoyment, framed from the perspective of self-determination theory. Conducted at a language school in China, the research involved 45 participants aged 18–21, drawn from three intact classes. The participants were randomly assigned to two treatment conditions and a comparison condition. The first treatment group received Instagram materials as supplementary resources integrated into their classroom instruction, while the second treatment group utilized YouTube videos. The comparison group received traditional teacher-fronted instruction without any supplementary materials. Using a concurrent mixed-methods design, the study found that both treatment groups demonstrated significantly improved vocabulary learning on immediate and delayed posttests, outperforming the comparison group. Qualitative data from focused-group discussions revealed that the Instagram group experienced heightened motivation, growth mindfulness, and enjoyment, while the YouTube group showed notable increases in WTC and enjoyment. The findings underscore the potential of social media and video platforms in enhancing vocabulary acquisition and highlight the relevance of self-determination theory in understanding learners' responses to varied instructional methods.