Efficacy of Language Instagram Reels on Advancing Speaking Abilities: An Attitudinal Study on EFL Majors at the Faculty of Arts and Languages, University of Tripoli, Libya

Abstract

Recently, language-Instagram Reels (LIRs) have emerged as mobile-assisted tools for developing speaking skills. This study taps into Libyan EFL university students’ attitudes towards using LIRs to enhance their speaking abilities. Leveraging a descriptive quantitative approach, data are collected through an electronic survey-questionnaire administered to 87 students at the Faculty of Arts and Languages, University of Tripoli. The questionnaire explores conative, affective, and cognitive attitudes. Descriptive statistics of percentages derived from Google Forms is run to analyze the obtained data. Findings reveal that most students hold positive attitudes towards LIRs, recognizing their effectiveness in improving speaking skills. Students appreciate the convenience and flexibility of LIRs, which provide a dynamic, supportive learning environment for practicing speaking at their own pace. Furthermore, the engaging content of LIRs significantly contributes to vocabulary enrichment, and the acquisition of expressions, essential for interactive communication. Additionally, these reels enhance pronunciation, fluency, accuracy, and overall language proficiency. The study calls for oral practice instructors to incorporate LIRs into lessons, encourage students to create their own reels, and foster peer feedback to further develop speaking skills both inside and outside the classroom.