English language teachers’ social media branding: mapping the construction and perception of brand identities on Instagram

4.1.1 Teachers’ perspective and their reasons

Teachers aimed to construct a professional identity, portraying themselves as knowledgeable (T1, T2, T5, T6), confident (T2, T3, T4) and trustworthy (T1, T2, T3, T4, T5). As T2 noted, the unregulated nature of Instagram teaching can lead to the emergence of unqualified individuals who claim to be English language teachers, making it crucial for professionals to differentiate themselves. T2 noted, “I want to show to the audience that I not only know English, I am well-qualified to teach it as well… I just want to show them I’m authentic and they can trust me” (Interview).

Participant stated that to be professional, they are required to be knowledgeable. Data from T2, T3, and T4 highlighted the importance of confidence and the ability to simplify complex language skills, such as grammar, and to make them easier to learn for learners. They mentioned that good implicit and explicit language knowledge and teaching skills are not enough to be professional on Instagram. They also emphasized the need for confidence and familiarity with branding. They argued that confidence, defined as the certainty in one’s knowledge, is crucial, especially when teaching in front of a camera. They argued that those who doubt themselves risk losing their audience’s trust. To appear confident, they employed strategies such as smiling, speaking clearly and loudly, maintaining good posture, and providing reference for their statements about language teaching and learning. T4 explained;

When I’m in front of the camera, I explain and talk with certainty. I always smile… I deeply believe I know what I’m doing, and this feeling is transferred to the audience, they believe in me too. This is even more powerful when I refer to my academic language teaching knowledge and provide reference for my claims (interview).

They also argued that they must also be able to simplify and explain subjects in an easily understandable manner. T4 and T3 achieved this by providing numerous examples and code-switching between Farsi and English. T3 shared: “I try to use a good quality or quantity of examples … every lesson is like a circle and a great teacher knows how to enter from the simplest side” (interview).

Teachers also emphasized the importance of appearing knowledgeable, with speaking English fluently and with a little accent being a key tactic. T2 argued that a native-like accent is ideal in showing competence from the followers’ perspective, while T1 mentioned, “being able to speak like a native speaker makes students trust their teachers’ competence more” (NF). Another strategy is showcasing their qualifications. While T1, T2 and T3 emphasized the importance of a university degree, T3 also highlighted the value that English proficiency certificates like IELTS can add to university degrees. T1 stated in her MA studies in ELT: “I gained extensive knowledge and underwent a complete perspective shift, transforming into a professional teacher. My bio and … highlights showcase my certificates, signalling to my followers my proficiency in English and teaching expertise” (interview).

4.1.2 Followers’ perspective

The majority of teachers aimed to project a “professional” brand identity, which was recognized by many followers. They described the teachers as knowledgeable (F1T1, F1T2, F2T2, F1T4, F2T4, F1T5, F2T5, F3T6), precise (F2T3, F3T3), informed (F1T3). Participants emphasized the importance of the teacher’s knowledge, stating that they followed English teaching pages to learn, not to waste time. They expressed concern about teachers who lack language teaching knowledge and make mistakes, particularly in pronunciation. Participants often described the teachers as professional, indicating they have a deep understanding of their field and continually update their knowledge. Factors influencing this perception included the content shared by the teachers, their depth of knowledge, and their use of English in their posts.

The participant followers also argued that teachers’ professionalism is reflected in their content choice and demonstrated in their presentation. Good content is important, but it must be paired with effective presentation. Teachers who provided repetitive or simple content were seen as less professional. F2T4 expressed: “a teacher is not professional if she is teaching what already is taught on other pages and is very repetitive and simple.” (interview). Several participants emphasized the importance of a teacher’s ability to simplify content for better understanding. F2T5 explained: “I see T5 as a successful teacher because he explains concepts clearly and makes learning easy, avoiding unnecessary complications … T5 is a real teacher (NF)”.

Participants found it difficult to judge a teacher’s English proficiency without hearing them speak English. They appreciated teachers who spoke fluently, with good grammar and vocabulary, and a native-like accent. Teachers who did not use English in their instructional posts were seen as potentially lacking proficiency. Participants also valued the opportunity to assess whether a teacher made mistakes when speaking English or not. Some participants suggested that live Instagram sessions, where teachers answer questions spontaneously, would be a good way to judge a teacher’s knowledge and accordingly professionalism. F3T2 recounted that “when I first heard T2 speaking English, I said WOW. Everything was perfect … words, grammar, accent. He used advanced words with his attractive accent in a way that I was learning and reviewing vocabulary when he was talking (interview)”.

Similarly, many of the followers believed that a teacher’s native accent is a key indicator of their professionalism. They argued that mastering a language’s accent requires significant time and effort, thus demonstrating the teacher’s dedication and proficiency. As F1T3 noted, a native accent suggests the teacher has paid attention to details others may overlook. F2T3 explained: “… when a teacher does not do well in one of the most important aspects, such as, it just goes to show that he … is not that knowledgeable” (interview). However, six participants disagreed, arguing that accent is more about the beauty of language rather than knowledge. They reasoned that not everyone has the ability to develop a native accent, but its aesthetic appeal is undeniable. F1T5 mentioned “it’s not a sign of knowledge but it’s a kind of art to me” (interview).

A university degree, teaching certificates and English proficiency certificates such as IELTS were mentioned as indicators of teachers’ knowledge and professionalism. Six participants trusted the teacher’s professionalism based on their academic qualifications, arguing that university students have more exposure to English. For instance, F3T1 said, “I believe T1 is a professional English teacher as she has the relevant qualification [MA in ELT]” (interview). F3T4 emphasized the importance of a university degree, particularly an MA in teaching and that was one reason why she followed T4. Some participants viewed a high IELTS score as credible evidence of English proficiency, with F3T2 stating, “I care about the IELTS score, and I should see their certificate” (interview).

4.2.1 Teachers’ perspective and their reasons

The rise of social media has led to the emergence of educational influencers, who use social media to attract large audiences and monetize their attention (Carpenter et al. 2023). To achieve this, our participants developed specific characteristics, labelled as the influencer self, to appeal to learners.

They aimed to appear energetic (T1, T2, T5, T6), creative (T1, T5, T6), transferring positivity and regularly updating their pages (T2, T3, T5, T6). They recorded videos when in good spirits, smiled often, and used vibrant colours. They limited sharing negativity or sadness, and aimed to engage their audience through body language and tone of voice. T6 wore makeup and beautiful clothes while showing her long dyed hair. T5 tried to talk energetically with a rather loud voice, and the type of background music he chose for his videos. T2’s priority was not to share any of his problems or sad moments. T1 said:

There are some teachers who seem super happy on their pages. This is not my character and style. Instead, I use happy colors for my clothes and the background of my videos such as red, orange, yellow, pink etc., and use my body language to represent myself as an energetic person (interview).

Creativity was another key characteristic, with participants striving to offer unique and varied content. This included using real objects in language teaching, changing the locations of their videos, and varying teaching styles. They also aimed to be sociable and chatty, using friendly language and engaging their audience through stories and interaction. T6 said:

I record videos in various locations like parks, cafés, cars, and gyms to avoid repetition and surprise my audience. My content varies from teaching in Persian to silent videos where I point at phrases, and sometimes I’m not in the video at all. (interview)

Creating appealing content was crucial for growing their Instagram accounts. While knowledge was once enough to attract learners, participants now needed to incorporate attractive graphic design, trending music or hashtags, and stylish presentation. However, they criticized this shift, arguing that it unfairly favored those who know the business and those who attract followers by false promises and exaggerated content i.e., yellow pages. They maintained that this underscores the urgency for authentic and professional teachers to embrace branding, to gain visibility and effectively challenge these misleading practices. T1 asserted “even if we do not want it, we need to do it [branding]. We have a responsibility to counteract those who boast without substance by actively promoting genuine knowledge and exemplifying authentic behavior” (interview). Among the participants, T5 and T6 adapted their content more to satisfy the needs of the audience. Based on the received feedback, they modified their content to be short, simple, and interesting. For example, T6 indicated that: “Once, I taught romantic phrases to use with I LOVE YOU. This video was shared and saved a lot. We need to teach in an appealing way on Instagram” (NF).

4.2.2 Followers’ perspective

Our interviews with followers showed that they followed these teachers as they perceived them as having the right skills to attract and engage their audience on Instagram by being sociable and friendly (F3T3, F1T4, F3T4, F1T5, F2T5, F3T5, F3T6, F1T1, F2T1, F3T1, F2T2, F1T2, F1T3). They believed that teachers should be good at interacting well with their followers, as this leads to success on social media. F3T5 stated, “T5 can interact well with his followers on Instagram. That’s why I follow him” (interview). F2T5 and F1T3 suggested that teachers should learn from bloggers and influencers to build stronger connections with their audience.

Followers also appreciated when teachers shared aspects of their personal lives, such as attending events or parts of their classes. They argued that this not only shows that the teacher is sociable and creates a friendly environment but also that they are authentic. F3T2 said, “T2 is very active and does variety of activities. I feel I know him a bit more whenever he shares a story at his office, with his friends or at class” (interview). Followers also appreciated when teachers shared their interests or feelings, as it made them feel more connected. F1T6 noted, “Her face is very friendly. She has a gentle smile all the time and she is always calm which sends out friendly vibes (interview)”.

Teachers were expected to be active all the time on their accounts (F1T3, F2T5, F2T6, F2T4), regularly sharing posts, stories, and answering followers’ questions. Followers believed that this activity builds trust and shows respect and responsibility. They were happy that the teachers they followed engaged followers by asking their opinions and involving them in decisions. They explained that this fostered a sense of importance and influence among followers, encouraging them to be more active on the page. F2T4 put it this way:

On an educational page, it is a teacher’s duty to be active and answer our questions in their direct messages or comments. Otherwise, I do not follow them. T4 answers all the comments. These activities show she respects her followers and is respectful (interview).

The followers also called for greater creativity in language teaching, emphasizing that innovative content alone is not enough. They expected not only language learning but also engaging, professionally edited videos. They believed that success in branding on Instagram hinges on captivating presentations, yet many followers felt that educators are not fully utilizing available technology to enhance video creativity. Highlighting the significance of editing, F3T3 noted, “The main factor for me is the editing. On Instagram, you need to show your digital skills and demonstrate your capability to produce quality content” (interview).

4.3.1 Teachers’ perspective and their reasons

All six teachers identified themselves as role models, aiming to positively influence their followers, who they likened to their students. They expressed a desire to be seen as role models, as T4 stated, “teachers are very influential … and become students’ idols … I vividly remember how hard I tried to emulate my own teachers … my students tend to copy me likewise either in real life or virtual spaces”. (interview)

Aware of their impact, teachers aimed to portray admirable traits on social media, such as being athletic (T5), well-behaved (T3), generous (T2), kind and caring (T2, T4), hardworking (T1, T5), and motivated (T1, T4, T5). T5 explained his athletic branding, “doing sports has helped me to have plans and perseverance in my life … I hope my followers copy me and hit the gym” (interview). Conversely, teachers avoided displaying certain traits to maintain a role model image, including being exaggerator (T2, T5, T6), dishonest (T1, T4), impolite (T3), lethargic and depressed (T2, T5), arrogant and self-satisfied (T2), substance user (T5). Teachers expressed concerns over the lack of content filtering on Instagram referring to the platform’s limited mechanisms for verifying or regulating the accuracy and quality of (language teaching) content posted by users. In this context, they felt compelled to adhere closely to their authentic professional identities and to eschew behaviours associated with unqualified or disingenuous individuals who falsely present themselves as English language teachers. Influenced by this absence of content filtering on Instagram, our participants contended that numerous self-proclaimed educators on the platform believe that merely being able to speak English qualifies one to teach the language, despite lacking essential pedagogical knowledge and qualifications. Consequently, these individuals often resort to following trends and opting for seemingly effortless methods. For example, T5 criticized such individuals for their hyperbolic claims, arguing, “These individuals exaggerate. They say learning English is super easy. Some of them claim one can learn English while sleeping, others promise to teach English in an unrealistically short time” (interview). In response to these misleading representations, the concerned teachers felt an even stronger obligation to maintain their integrity and serve as responsible role models, deliberately avoiding any form of exaggeration or dishonesty in their teaching practices.

Teachers unanimously agreed on the importance of maintaining their role model status on Instagram, despite potential hindrances to their follower growth. They rejected the idea of engaging in inappropriate activities such as exaggeration (T2, T5, T6), acting like a clown (T2, T1), wearing inappropriate clothes (T3) for follower gain, As T6 asserted:

As a role model, I must help my followers learn English in the right way. Also, I must be careful of my attitudes … I do not want to be seen as a cheap or hyperbolist language teacher who does everything to gain followers … Teachers should not lose their dignity by following all the trends on Instagram. I mean doing ridiculous stuff. For instance, dancing in a funny way … (interview).

Teachers underscored the importance of dress code, language use, hobbies, and behavior in establishing a positive role model image. T3 explained: “… I want to be seen educated by the words I use, the content I teach, the clothes I wear … For instance, using slang words or wearing T-shirts with many pictures are what I avoid doing.” (NF).

Our data suggests that teachers viewed their role as inspiring role models, with T4 noting that “it is teachers’ responsibility to motivate language learners to invest more in language learning” (interview). Teachers aimed to inspire their learners through sharing motivational content, from books and movies to quotes and the importance of learning English. T5 emphasized the distinction between providing genuine inspiration and disseminating misleading or sensationalized “yellow content.” In the context of Instagram branding, “yellow content” refers to posts that make exaggerated and sensational claims and promises, often untrue, primarily aimed at attracting likes and views. T5 defined yellow content as material that conveys false impressions and inaccurate information. T5 remarked, “I avoid yellow content at all costs. It’s akin to wishful thinking. These sources spread yellow content, creating the erroneous belief that you can achieve anything you desire simply by altering your mindset. They suggest that learning English can be effortless and require no hard work if you just follow their content. This is absurd” (interview). T5 remained committed to being authentic and rejected deceptive practices that promise unrealistic outcomes in language learning. Teachers also believed that expressing negative emotions can hinder their inspiring image. They argued that in a country dealing with hyperinflation, sharing depressing content can be destructive, as students often look up to their teachers.

4.3.2 Followers’ perspective

The interview with the followers revealed that as teachers were constructing a role model brand identity, the followers also saw them as role models on social media. They viewed teachers as symbols of success, morality, and language learning. As F1T5 stated, “T5 is like an idol to me because he teaches me English the right way and is very concerned with how we learn” (interview). Notably, popularity and connection were identified as key factors for accepting a teacher as a role model. F2T6 said, “I tend to copy my teachers but only the ones I love so much … if a teacher is friendly and has a good relationship with her followers, she can be a role model” (interview). Elaborating on the importance of building affinity and the difference between face-to-face classes and Instagram, F2T5 argued, “Only teachers who make us feel close to them become our idols … I quickly feel close to my teachers in face-to-face classes … this is not the case on Instagram. It is much more time-consuming and difficult” (interview).

Followers expected teachers to monitor their behavior on social media, portraying characteristics that align with their teacher identity. As F2T3 mentioned, “T3 has a nice personality and does not lie about learning English” (NF). The desired traits followers referred to included being distinguished (FT2), kind and ethical (F1T2, F2T2, F3T2, F1T4, F1T6, F3T6), generous (F3T2), and impactful (F2T3, F3T3). These characteristics were highly valued by followers and were seen as integral to a teacher’s identity and role model status.

Followers appreciated when teachers shared their own success stories or those of others, especially in language learning, as it gave them hope and motivation. They appreciated the teachers as they seemed to be motivated (F2T1, F3T1, F3T4, F1T5, F2T5, F3T5, F1T6, F2T6, F3T6), hardworking (F1T1, F2T1, F3T1, F1T4, F3T6), ambitious (F3T3, F3T5), passionate (F2T4), brave (F1 T6, F2T6), athletic (F1T2, F2T2) and hopeful (F2T5). These characteristics, as observed on teachers’ Instagram pages, inspired learners and motivated them. For example, in explaining the hard work of T5, F3T5 said “When I see T5 motivated to handle so many activities – taking lots of classes, preparing content for Instagram, going to the gym, attending university, and studying – I feel inspired to spend my time more efficiently too.” (interview)