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Shapiro-Wilk and a paired-samples t-test (p \u003C 0.05) confirm a statistically significant improvement, suggesting continuous exposure and flexible access support 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Rozak 1, Rika Riwayatiningsih2, Yunik Susanti3  \n1,2,3English Education Departement, Universitas Nusantara PGRI Kediri , Indonesia  \n*[davinaazzahravirza@gmail.com](davinaazzahravirza@gmail.com)  \nAbstract: Vocabulary mastery is a fundamental component of English language learning, yet many students still experience difficulties in understanding and using vocabulary appropriately. Social media offers an alternative approach to supporting vocabulary learning and increasing students' engagement. This study aimed to examine the effect of Instagram Broadcast Channels on the vocabulary mastery of eighth-grade students at SMPN  \n4 Kediri. The study employed a quantitative approach using a pre-experimental One Group Pretest-Posttest design involving 29 students from Class VIII-K. Data were collected through a multiple-choice vocabulary test measuring word meaning, synonym, antonym, and vocabulary in context. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, anda paired-samples t-test with IBM SPSS Statistics. The results showed that the mean score increased from 44.60 on the pre-test to 92.87 on the post-test. The pairedsamples t-test yielded a significance value of 0.000 (p \u003C 0.05), indicating a statistically significant difference between the pre-test and post-test scores. These findings suggest that Instagram Broadcast Channels have the potential to support students' vocabulary mastery by providing continuous vocabulary exposure and flexible access to learning materials.  \nKeywords: Instagram Broadcast Channels; vocabulary mastery; English language learning; social media  \nINTRODUCTION  \nVocabulary mastery is one of the fundamental components of English language learning because it enables students to develop listening, speaking, reading, and writing skills effectively. Students with adequate vocabulary knowledge can understand texts more easily, express ideas more accurately, and communicate more confidently. Conversely, limited vocabulary often prevents learners from comprehending classroom materials and participating actively in English learning. Therefore, developing students' vocabulary remains an important objective in English language teaching, particularly at the junior high school level (Nation, 2020) .  \nDespite its importance, many junior high school students still experience difficulties in mastering English vocabulary. Limited vocabulary knowledge affects students'ability to understand word meanings, identify synonyms and antonyms, and interpret vocabulary in context. Since vocabulary learning requires repeated exposure and meaningful practice, classroom instruction alone is often insufficient to support long-term vocabulary development. Nation (2020) emphasizes that repeated encounters with words strengthen vocabulary retention, while Webb and Nation (2017) argue that vocabulary is acquired more effectively when learners repeatedly meet words in meaningful contexts. Therefore, English teachers need instructional media that provide continuous, engaging, and accessible learning opportunities beyond the classroom.  \nThe rapid development of digital technology has transformed the way English is taught and learned. Digital learning platforms enable students to access learning materials anytime and anywhere while promoting learner autonomy and interactive learning experiences. Among these platforms, social media has attracted increasing attention asan educational medium because it is already integrated into students' daily lives. Alharthi et al. (2020) reported that social media supports authentic language learning through  \ninteractive communication, while Almohesh & Altamimi (2024) found that technology-assisted learning through social media enhances students' engagement, motivation, and independent learning. These findings indicate that social media has considerable potential to support ","cbCaiaCHS5D5HB6U","https://ap.wps.com/l/cbCaiaCHS5D5HB6U","pdf",421782,12,"English","# Introduction\n## Vocabulary mastery as an essential component\n## Challenges in junior high school vocabulary learning\n## Digital platforms and social media for vocabulary instruction\n## Instagram as an educational medium\n## Research gap and purpose of the study","[{\"question\":\"What is the focus of this study?\",\"answer\":\"The study investigates the effect of Instagram Broadcast Channels on eighth-grade students’ vocabulary mastery.\"},{\"question\":\"How was vocabulary mastery measured?\",\"answer\":\"Vocabulary mastery was measured using a multiple-choice vocabulary test covering word meaning, synonyms, antonyms, and vocabulary in context.\"},{\"question\":\"What were the study results?\",\"answer\":\"Students’ mean scores increased from 44.60 (pre-test) to 92.87 (post-test), and the paired-samples t-test showed a significant difference (p \\u003c 0.05).\"}]","Instagram Broadcast Channels for Enhancing EFL Learners' Vocabulary Mastery | PDF",1790613576]