Exploring the Correlation between TikTok Book Recommendations and EFL Students’ Reading Motivation: Insights from the Departments of English and French at MMUTO
| dc.contributor.author | Rami Hafidha | |
| dc.contributor.author | Ouali Sabrina | |
| dc.date.accessioned | 2026-02-23T09:15:00Z | |
| dc.date.available | 2026-02-23T09:15:00Z | |
| dc.date.issued | 2025 | |
| dc.description | 98p. : Ill. en coul. ; (+CD-Rom) | |
| dc.description.abstract | In an era where social media platforms increasingly influence educational practices, TikTok has emerged as an unexpected yet impactful space for promoting reading engagement among students. Against this backdrop, the present study has explored the correlation between TikTok book recommendations and the reading motivation of EFL students from the departments of English and French at Mouloud Mammeri University of Tizi-Ouzou. More specifically, it has aimed to identify how TikTok book recommendations enhance students' motivation to read, explore how BookTok (a sub-community on TikTok dedicated to books and reading) creators perceive the role of TikTok book recommendations in enhancing EFL students’ reading motivation, and examine the potential integration of TikTok book recommendations into formal English language learning environments. The research is based on Bandura’s (1986) Social Cognitive Theory, Deci and Ryan’s (2000) Self-Determination Theory, and Siemens’ (2004) Connectivism. Adopting a mixed-methods design, data have been collected through a questionnaire administered to students and an interview conducted with BookTok creators, then have been analyzed through descriptive statistics and qualitative content analysis. The findings have indicated that TikTok book recommendations have enhanced EFL students’ reading motivation through algorithmic personalization and engagement, multimodal features, and perceived ease of use. BookTok creators have perceived that reading motivation arises from the role of TikTok book recommendations in fostering positive attitudes toward reading, reinforcing students’ self-efficacy, and providing support. Additionally, the study has suggested that TikTok book recommendations can be effectively integrated into classroom settings. Ultimately, the research has confirmed a positive correlation between TikTok book recommendations and EFL students’ reading motivation. | |
| dc.identifier.citation | Foreign Language Didactics | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/29806 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri Tizi Ouzou | |
| dc.subject | Algerian EFL Students | |
| dc.subject | BookTok Creators | |
| dc.subject | Classroom Integration | |
| dc.subject | Reading Motivation | |
| dc.subject | TikTok Book Recommendations | |
| dc.title | Exploring the Correlation between TikTok Book Recommendations and EFL Students’ Reading Motivation: Insights from the Departments of English and French at MMUTO | |
| dc.type | Thesis |