The effect of social media language on the writing skills of Nigerian secondary school students
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Background of the study
The advent of social media has transformed the way young people communicate, introducing a distinct style characterized by abbreviations, emojis, and informal expressions. In Nigerian secondary schools, students are increasingly influenced by social media language, which permeates their writing and overall communication style (Afolabi, 2024). This evolution in language use has sparked debate among educators and linguists about its implications on academic writing skills. While some argue that social media platforms encourage creativity and adaptability in language use, others warn that excessive reliance on informal language structures may undermine the mastery of formal writing conventions required in academic contexts (Ibrahim, 2023). Social media language, with its rapid evolution and casual tone, challenges traditional literacy skills and may contribute to a decline in grammar and syntax accuracy. As Nigerian educators attempt to bridge this digital divide, understanding the impact of social media language becomes essential. This study explores how exposure to digital communication influences the academic writing skills of secondary school students, highlighting both the potential benefits of enhanced digital literacy and the risks of deteriorating formal writing abilities (Obi, 2025). Such investigation is critical in developing balanced educational approaches that integrate modern communication practices without compromising academic rigor.
Statement of the problem
The pervasive use of social media language among Nigerian secondary school students is increasingly affecting their academic writing proficiency. Students often adopt informal language conventions from online platforms in their classroom assignments, leading to issues with grammar, structure, and formality (Uche, 2024). This trend poses a challenge for educators striving to maintain high academic standards while recognizing the evolving digital landscape. The lack of clear guidelines on integrating digital communication norms with formal academic writing creates confusion among students and teachers alike. Consequently, there is a pressing need to understand how social media language influences academic performance and what measures can be implemented to mitigate any negative effects. The study aims to uncover these impacts and offer practical recommendations to reconcile the benefits of digital literacy with the demands of formal writing (Chukwu, 2023).
Objectives of the study:
- To assess the extent of social media language influence on secondary school writing skills.
- To evaluate the differences in academic writing quality between students heavily engaged with social media and those with limited exposure.
- To recommend effective instructional strategies for improving formal writing skills in the digital age.
Research questions:
- How does social media language usage affect the formal writing skills of Nigerian secondary school students?
- What are the common errors in academic writing attributable to social media language?
- How can educators effectively integrate digital communication trends into formal writing instruction?
Research hypotheses:
- Social media language usage negatively correlates with formal academic writing skills among secondary school students.
- Students with high exposure to social media language exhibit more informal language errors in academic writing compared to their peers.
- Instructional interventions integrating digital literacy can improve formal writing skills among secondary school students.
Significance of the study (100 words):
This study is significant as it explores the intersection between digital communication and academic literacy among Nigerian secondary school students. Understanding how social media language affects formal writing is vital for educators seeking to adapt curricula that balance modern communication trends with traditional academic standards. The findings can inform teaching methodologies, curriculum development, and policy decisions, ultimately aiming to enhance students’ writing proficiency and academic performance. By addressing these issues, the study contributes to the broader discourse on digital literacy and its educational implications (Nwankwo, 2023).
Scope and limitations of the study:
This study is limited to analyzing the influence of social media language on the writing skills of Nigerian secondary school students. It focuses exclusively on academic writing contexts and does not extend to other aspects of language use.
Definitions of terms:
- Social Media Language: Informal language characterized by abbreviations, slang, and emoticons, commonly used on digital platforms.
- Writing Skills: The ability to effectively express ideas in written form using correct grammar, structure, and style.
- Secondary School Students: Learners enrolled in secondary education institutions, typically aged between 12 and 18.
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