Efl Learners’ Engagement When Learning English Reading Using Tiktok

Suviana, Suviana (2026) Efl Learners’ Engagement When Learning English Reading Using Tiktok. Undergraduate Thesis thesis, UIN K. H. Abdurrahman Wahid Pekalongan.

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Abstract

This study explores EFL learners’ experiences of behavioral, emotional, and cognitive engagement in learning English reading through TikTok. It aims to describe how learners experience participation, feelings, and thinking processes while interacting with English reading content on the platform. Using a qualitative research approach, information was collected from EFL students who often used TikTok for English reading exercises through interviews and reflection journals. The findings show that learners experienced positive behavioral engagement through active participation such as watching videos, reading subtitles, and using platform features. Learners also experienced emotional engagement in the form of interest, enjoyment, motivation, and confidence. In addition, cognitive engagement was reflected in the use of reading strategies, vocabulary learning, comprehension monitoring, and self regulated learning. Overall, the study concludes that TikTok supports EFL learners’ English reading engagement by encouraging active participation, positive emotions, and effective learning strategies outside the classroom. Keywords: behavioral engagement, emotional engagement, cognitive engagement, English reading, TikTok, EFL learners.

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