Abstarct: This study investigates how Iranian English as Foreign Language (EFL) teachers employ hook strategies on Instagram Reels to capture and sustain learner attention in digital environments. In an era where learners are continuously exposed to online distractions, understanding how teachers leverage digital tools to engage students is crucial. Drawing on thematic analysis of 100 publicly available Reels created by Iranian EFL teachers, the study identified five main hook types: problem-solving, narrative, habit-forming, identity-signaling, and cognitive-aid. Findings revealed that habit-forming and identity-signaling hooks were the most prevalent, reflecting both Instagram’s algorithmic dynamics and teachers’ self-presentation strategies. Gender differences also emerged; male teachers frequently used pop-culture videos, relatable personas and direct call to actions, whereas female teachers leaned toward multi-modals such as charts, facilitation roles and never used direct call to actions. These strategies highlight how EFL teachers adopt hooks from marketing and digital media to attract language learners on Instagram. By doing so, they create micro-learning opportunities that resonate with learners’ digital habits. The study underscores the interdisciplinary nature of hooks and their potential as pedagogical tools in micro-learning contexts. In addition, it offers insights for teachers seeking to enhance learner engagement in digital contexts. Ultimately, the research underscores the potential of Instagram Reels as not merely entertainment, but as an emerging space for meaningful language education which sustains learners’ attention in the digital age.