instagram in elt platform (2015-2025): a systematic review and thematic synthesis of pedagogical affordances, edu-influencer practices, and student outcome evidence

This systematic review synthesizes 50 peer-reviewed studies (2015–2025) on instagram in english language teaching (elt), examining platform affordances, edu-influencer practices, and evidence for learner outcomes. searches across major databases followed prisma procedures; studies were coded for design, target skills, and assessment. findings indicate consistent motivational benefits and strong affordances for microlearning, multimodality, and peer feedback, with the most promising results in vocabulary learning and writing practice. however, only a minority of studies used robust pre/post assessments, and longitudinal evidence remains scarce. influential english-teaching accounts often combine concise instruction, storytelling, and community interaction, yet pedagogical depth and credibility vary, and engagement metrics (likes/followers) are poor proxies for learning. overall, instagram can enhance input and autonomy when tasks are intentionally designed and aligned with outcomes; effects on achievement are promising but mixed. according to the findings, it is recommended: (1) adopting standardized assessments and, where feasible, reporting effect sizes; (2) strengthening teacher-guided designs that scaffold active production; and (3) instituting ethical, transparency-oriented practices for edu-influencers. the review clarifies where instagram meaningfully supports elt and where claims exceed current evidence, outlining priorities for rigorous future research.