Résumé:
In the digital age, social media platforms have emerged as powerful tools for language learning, offering new avenues for educational engagement. This dissertation explores the impact of Algerian Instagram content creators, specifically the Dahmani Twins, on the English language learning process among their followers. The study investigates how the authenticity and relatability of the Dahmani Twins' content motivate engagement and improve language skills.
A mixed-method approach was employed, combining an online questionnaire and interview of parents whose children follow the Dahmani Twins. The findings demonstrate a significant positive correlation between exposure to the twins' content and improved English language skills. The study identifies "How do we say" segments as the most helpful content type, followed by "Word of the Day", "English in 30 Seconds" and many more. Parents also provided suggestions for improving the twins' educational content, emphasizing the inclusion of more real-life contexts and specialized content for different niches, such as medical and business English. The research highlights the perceived authenticity of the twins' content as a crucial factor in motivating followers to actively engage in language learning activities. The study concludes by proposing recommendations for future research, suggesting further exploration of cross-cultural influences and the longitudinal impact of social media influencers on language proficiency.
