Written by: Maarit Jaakkola - University of Gothenburg, Sweden

Abstract: Language learning has undergone significant changes in the era of social media and mobile technology, introducing new communicative practices and social models for personal development. This article examines social media-based language learning communication by introducing the concepts of learner-generated content (LGC) and educator-generated content (EGC) to refer to language learning posts on multipurpose social media platforms. A qualitative study is conducted with the aim of understanding the genre of language learning and teaching on the visual mobile app Instagram. Through thematic content analysis of platform-specific features related to the use of affordances, the study traces the formats and signature aesthetics of language teaching and learning content to understand its production and characteristics. The data consists of accounts focused on users mediating messages related to the acquisition of the Finnish language and culture. Four types of users are identified: language entrepreneurs, professional teachers, language learners, and language influencers. The signature aesthetics of language-learning content on the multipurpose social media platform Instagram include a high number of images rooted in personal experiences, which can be highlighted as the strength and pedagogical potential of the LGC communication mode. The experiential aspect introduces a new dimension of aspirational online content that, unlike typical aspirational content, is non-profit.

Keywords: social media, foreign language learning, learner-generated content (LGC), genre, informal adult learning, online learning resources, Finnish