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Abstract
This paper investigates the use of Instagram (IG) to teach literary texts in the English as a Foreign Language (EFL) context. The importance of teaching literary texts has been extensively promoted; however, the integration of technology in the teaching of literary texts has been underexplored. This experimental study was designed to investigate how the use of IG affected learning outcomes. Participants were 68 ELT students taking the course Teaching Literary Texts and assigned to the experimental and control groups randomly. Pretests about the literary text were administered to all the participants before the treatment. As the control group used traditional pen and paper methods for teaching activities and demonstration, the experimental group used IG to prepare their teaching activities and demonstration. The pretest was repeated as a posttest to gauge learning; while student presentations were also assessed by two raters as part of their performance scores. The data collected were analyzed and the findings have shown that the experimental group outperformed both in literary text knowledge and teaching activity presentations. This finding highlighted the usefulness of IG in teaching literary texts. The design of the course could be remodeled with the integration of social media platforms to provide more inclusive and interactive activities for students.
