the effect of language learning engagement on l2 motivation over instagram

This study investigated the relationship between english learners` instagram engagement and l2 motivation/amotivation. it also aimed to find out about engagement types (behavioral, cognitive, and affective engagement) as the predictors of l2 motivation. this study recruited 102 users engaged in instagram for learning english, through stratified sampling. a mixed-method approach, with quantitative → qualitative design, was adopted to conduct the study. the quantitative phase had a correlational design in which two sets of questionnaires were used to measure english learners` engagement in instagram and their l2 motivation. in this regard, a questionnaire on social media engagement was adapted to instagram engagement for english learning in this study, and a valid pre-established questionnaire on l2 motivation was adopted. furthermore, a semi-structured interview was conducted in the qualitative phase. the guiding questions of the interview were developed in the present study. results revealed a positive and significant relationship between the english learners` engagement in instagram and l2 motivation. at the substructure level, cognitive engagement was positively related to l2 intrinsic and extrinsic motivation, while, behavioral engagement was only related to intrinsic motivation. on the other hand, a negative relationship was found between the learners` instagram engagement and l2 amotivation. moreover, cognitive engagement was the sole predictor of learners` l2 motivation. the pedagogical implication of the findings for english instructors on instagram is that they can establish a good relationship with english learners on their instagram page and provide them with positive feedback to increase their cognitive engagement and, in turn, their motivation to learn english. classroom english teachers can also use instagram as a supplementary resource to enhance their learners` engagement and l2 motivation.