Effects of Social Media on University Students’ Formal Language Competencies

Abstract

Social media has in recent years changed the way individuals and groups use language during interaction. English being one of the dominantly used languages has attracted many modifications in spellings and grammar by users of different social media platforms. University students in their middle and final year of studies spend long hours on social media platforms interacting both formally and informally. It is not clear however, whether use of informal language impacts their formal language competency. This study therefore examined the effects of social media on university student‘s formal language competencies. The study sought to: determine ways in which university students use social media platforms; establish the language used by university students on social media platforms and examine how the use of social media affects formal use of language by students. The mixed method study adopted a descriptive design. Quantitative data was collected through a survey with a closed-ended questionnaire which was issued to 130 students. Six FGDs of students and six KIIs of lecturers were used to collect qualitative data. Quantitative data are presented in form of figures, tables and charts. Qualitative data were analyzed and presented thematically using narrative format. The results show that the students used social media for social interactions for the most part: watching movies and listening to music; interaction with friends and family; browsing educational material and activities; learning and school assignments; and entertainment and social interactions. Language was mostly informal on the social media platforms and included modified words and phrases to suit the context of interaction. The use of social media platforms had diverse effects on the students English language competency, which included transference of the communication habits from the platforms to the classrooms thus negatively affecting the students‘ speaking, reading and writing of English. The study concludes that social media has a significant spillover effect on the students ability to use English in formal set ups and therefore there is need to moderate the extent of use of informal English to limit use in formal, academic set ups. It is recommended that students strive to use social media for more constructive, especially academic, work, besides being careful not to use the non-standard language and other informal derivatives thereof in class. Educators should create awareness among students to adopt more standard language use on social media and be wary of overuse of the informal. More studies should be done on a different population, at higher levels of learning.