The Effectiveness of Instagram Reels and Flashcards for Vocabulary Learning: A Mixed-Methods Study with Sri Lankan ESL Undergraduates

Abstract

This mixed-methods study examined the effectiveness of Instagram Reels and traditional flashcards as vocabulary learning interventions for teaching vocabulary to first-year English as a Second Language (ESL) undergraduates at a Sri Lankan state university. Grounded in Cognitive Load Theory, Dual Coding Theory, and Multimedia Learning Theory, the research employed a quasi-experimental design with 66 students divided into an experimental group (n=33) using Instagram Reels and a control group (n=33) using flashcards. Both groups received a ten-week intervention and completed pre- and post-tests measuring vocabulary recognition and recall, while questionnaires captured learner perceptions. The study was guided by two questions: (1) To what extent do short-term vocabulary learning interventions using Instagram Reels and Flashcards produce measurable learning gains among ESL undergraduates? and (2) What are students’ perceptions of learning vocabulary through Instagram Reels? Quantitative results showed no statistically significant improvements in vocabulary acquisition for either group. These findings contradict the results of previous studies that reported positive outcomes from both flashcard repetition and Instagram-based learning. However, qualitative findings highlighted contrasting learner perceptions. Students found Instagram Reels engaging, motivating, and aligned with their social media practices, yet some reported cognitive overload and distractions. Flashcards were valued for simplicity, portability, and reinforcement through repetition, though often regarded as monotonous. Learners viewed the two tools as complementary: Reels generated interest, while flashcards aided retention. The study’s limited intervention duration, small sample size, and focus on recognition and recall likely constrained measurable gains. Overall, the findings highlight the distinction between engagement and measurable learning outcomes. Although neither method produced significant vocabulary gains within ten weeks, both fostered positive learner attitudes. The study suggests that blended instructional approaches integrating social media engagement with structured reinforcement may support vocabulary learning more effectively in Sri Lankan higher education.