Journal of Linguistics and Literature
ISSN (Print): ISSN Pending ISSN (Online): ISSN Pending Website: Editor-in-chief: Mohammad Kaosar Ahmed
Open Access
Journal Browser
Journal of Linguistics and Literature. 2018, 2(1), 30-35
DOI: 10.12691/jll-2-1-5
Open AccessArticle

Blended Language Learning Using Social Media Networks (Telegram vs. Instagram) as Pedagogical Tool to Enhance Reading Comprehension

Hamed Fathi1,

1Ada Kent University, University of city Island

Pub. Date: December 24, 2018

Cite this paper:
Hamed Fathi. Blended Language Learning Using Social Media Networks (Telegram vs. Instagram) as Pedagogical Tool to Enhance Reading Comprehension. Journal of Linguistics and Literature. 2018; 2(1):30-35. doi: 10.12691/jll-2-1-5


This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at secondary schools in Iran to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. New technology is changing the fundamental process of reading and communicating. An increasing amount of communication now occurs in text-based form on social networks. The objective of this study is to analyze the possibility of blending conventional instruction with online instruction via a social networking applications, Instagram and telegram, in EFL classrooms in order to motivate students and improve their reading comprehension ability learning. Thus, this paper seeks to examine specific ways in which EFL teachers can use Instagram and telegram as an educational tool, describing the benefits of this technological instrument and analyzing the potential pitfalls and challenges that it could create. Besides, it includes practical strategies that teachers can apply in order to overcome these pitfalls and get the most out of these social networks applications.

Social Networking Services (SNS) Instagram telegram

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Smith, B. (2017). Methodological innovation in CALL research and its role in SLA. Language Learning & Technology, 21(1), 1-3.
[2]  Mashhadi Heidar, D., & Kaviani, M. (2016). The Social impact of Telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners (Payam Noor Center). Journal of Sociological Studies of Youth, 7(23), 65-76.
[3]  Calvo, R., Arbiol, A., & Iglesias, A. (2014). Are all Chats suitable for learning purposes? A study of the required characteristics. Procedia Computer Science, 27, 251-260.
[4]  Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education, 13, 217-231.
[5]  Baran, E. (2013). Connect, participate and learn: Transforming pedagogies in higher education. Bulletin of the IEEE Technical Committee on Learning Technology, 15(1), 9-12.
[6]  Hamberger, E., (2014). Why Telegram has become the hottest messaging app in the world. The VERGE. Retrieved from
[7]  Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. New York, NY: Routledge.
[8]  Ahlqvist, T., Back, A., Halonen, M., Heinonen, S. (2008). Social media roadmaps exploring the futures triggered by social media, VTT Tiedotteita-Valtion Teknillinen Tutkimuskeskus Research Notes 2454. 78 p. + app. 1 p. Retrieved from /inf/pdf/tiedotteet /2008/T2454. pdf. 16.
[9]  Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literary Studies, 7(5), 112-127.
[10]  Barlett-Brag.pdf Beck, I.L., & McKeown, M.G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107(3), 251-271.
[11]  Brusnigham, M. & Folk, J.R. (2012). Combining contextual and morphemic cues is beneficial during incidental vocabulary acquisition: Semantic transparency in novel compound word processing. Reading Research Quarterly, 47(2), 172-190.
[12]  Castro Sánchez, J. J., & Alemán, E. C. (2011). Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching. Journal Computers and Education, 56(3), 911-915.
[13]  Donmus, V. (2010). The use of social networks in educational computer-game based foreign language learning. Procedia Social and Behavioral Sciences, 9, 1497-1503.
[14]  M. Darbandi; “Proposing New Intelligence Algorithm for Suggesting Better Services to Cloud Users based on Kalman Filtering”; Published by Journal of Computer Sciences and Applications (ISSN: 2328-7268), Vol. 5, Issue 1, 2017; PP. 11-16.
[15]  Ebrahimi, S, Hajebrahimi, S, Nikfallah, A, Sari-Motlagh, & Shakiba, B. (2016) Lifelong learning in practice: The age of discussion through social media. European Urology, 69(6), 1162-1163.
[16]  Flad, K. (2010). The influence of social networking participation on student academic performance across gender lines effect of picture and annotation types. CALICO Journal, 20(1), 33-58.
[17]  Gorjian, B., Alipour, M., & Saffarian, R. (2012). The effect of multisensory techniques on reading comprehension among pre-intermediate EFL learners: The case of gender. Advances in Asian Social Science, 1(2), 192-196.
[18]  Grave, M. F. & WattsTaffe, S. (2008). For the love of words: Fostering word consciousness in young readers. International Literacy Association, 62(3), 185-193.
[19]  Heidari Tabrizi, H., & Onvani, N. (2017). the impact of employing telegram app on Iranian EFL beginners’ vocabulary teaching and learning. Applied Research on English Language.