Philippine Normal University

Taft Ave, Manila

Graduate Studies

Research Title: “What’s on Your Mind? A Linguistic Analysis of the Use of English by Private and
Public Senior High School Learners in the Classroom”

Paden, Nigel Rovick Rodriguez, Sharmaine Sabbaluca, April Anne

INTRODUCTION

Internet media has imprinted an indelible mark on the field of education and learning modality. In
today’s modern age, majority of the youth, who are universally coined as “digital natives”, utilize these
media efficiently. According to Carr and Hayes (2015, p. 50), social media are channels based on the
internet that give users the opportunity to interact with both broad and narrow audiences. These audiences
derive their value from user-generated content and perception generated from the interaction with other
users. These users self-present or exchange content with each other, either real-time or asynchronous. Social
media platforms, such as Facebook, X, TikTok, and YouTube, are primarily essential means for
communication and exchange with its content-sharing component. The network built through social media
sites provide people with easy access to global networks. Similarly, the uncontested use of social media
platforms has urged researchers from various areas to investigate the importance of social media use on
different aspects in the academe. Hence, it is noteworthy to point out that social media has become the area
of focus for research in the field of linguistics, as activities in the platform primarily consist of language
use (Page, et al., 2014; Gnach, 2018).

A Renewed Emphasis on Social Media as an Academic Tool

Studies on social media have been receiving increasing academic attention in linguistics, especially
after the year 2017. Thus, English is the most frequently and highly dominated researched language used
in social media given the fact that it is the lingua franca in social media, particularly in US-based platforms
such as Twitter and Facebook. In addition, Feng et al. (2021) supports this, because nearly half of 794
articles were published in English-speaking countries including US, Great Britain, and Australia. Since the
former decades, social media has greatly influenced the second language acquisition and learning of
classroom-based learners, particularly of English. Dhanya (2016) stresses that language learners enhance
their language skills due to social media being created in the different avenues. Social media provides the
learner with the possibility of participating in actual, real-time, and relevant conversation taking place
online. Therefore, the language learner practices the target language with or without the aid of an
experienced language teacher by their side. Furthermore, a wide range of studies emphasize how social
media significantly impacts language development, leading to academic performance. According to Habes
et al. (2018), through the optimal use of social networking sites, the learner can attain the maximum amount
of knowledge and information useful to them, enhancing their capabilities to academic performance and
excellence in the study and foster collaboration. Likewise, Raymielle et al. (2023) supports the notion that
social media algorithms are also influential on academic performance.

Ariantini et al. (2021) revealed that among the emerging social media platforms, Facebook tops the
chart for the most implemented social media for learning tools in the EFL context. On the other hand,
Youtube is mainly used for sharing and finding educational videos. In the context of EFL, social media has
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Taft Ave, Manila
Graduate Studies

been argued to promote the practice of language skills, improve students’ vocabulary, grammar,
pronunciation and spelling, as well as prompt motivation and creativity. Social media offers a repertoire of
information in terms of gaining language proficiency. The prevalence of educational content, videos and
learning materials that language learners encounter during their social media exposure paves the way for
learning the English language. Al-Jarrah et al. (2019) also noted that social media facilitates the opportunity
for English language learners to add new words to their existing vocabulary and arouse their interest towards
the English language.

Social Media Exposure Hampering Language Learning

Despite the recognized positive correlation of social media exposure to language acquisition and
learning, it is undeniably safe to say that social media has also negatively affected the manner in how
language learners, specifically in the pre-university level, write compositions in English. In a study
conducted by Songxaba et al. (2019), it was revealed that participants opted for abbreviations, shortened
words. And numbers instead of writing the complete word form. These deviations in formal writing have
consciously embedded into their writing styles. Writing is a skill essential for academic endeavors and
opportunities. The social media language that learners acquired from the exposure impacted their writing
styles and competence. Thus, this academic predicament posed difficulty to produce grammatically and
syntactically adept school papers or formal writing.

Social media is indeed an imperative and convenient aid to teaching, learning and writing in the
English language. Being knowledgeable in the skill of writing in English is a significant advantage to one’s
academic, professional, and personal life. It is an inevitable challenge for educators to efficiently integrate
these technological tools for the betterment of a learner’s academic standing. Exposure to social media tools
should not hamper one’s language abilities and development. Students do not write very often and most of
what they write is classroom-bound. As Adas and Bakir (2013) argue, writing exercises, above all, must
make the learner feel personally involved so as to make the learning experience more valuable and
something to which to look forward.

REVIEW OF RELATED LITERATURE

The need for rapid and easily accessible communication has led to the widespread use of different
social media platforms (Otibar et. al., 2023). Because social media platforms became open to public, an
estimated of 1.41 billion people around the world owns a social media account and a large number of this
population are learners who are more exposed than teachers and parents (Deligero-Monte, 2016). In 2015,
social media in the Philippines has increased by 40% and 21,785,985 of the country’s population are
considered as active daily users (Deligero-Monte, 2016).

Social Media as a Bridge Between Language Users

Several studies underscored the potential of social media as a tool for learning, offering learners
new avenues to enhance their language skills aside from the traditional method. Cruz and Cruz (2013, as
cited in Deligero-Monte, 2016) revealed in their study that students have better experience when they are
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Taft Ave, Manila
Graduate Studies

using social networking sites which improved their motivation to participate in activities. Similarly,
according to Heffiner (2016, as cited in Otibar et. al., 2023), students can cope with academic setbacks
through the benefits of social media because they can connect with their peers experiencing similar
academic challenges. This shows that through social media, students are offered with opportunity to
communicate, participate, and access information along with the contents and online communities that help
them to learn (Abdulahi et al., 2014, Ahn, 2011, as cited in Asare et. al., 2021)

Social Media Platforms as Tools for Language Learning

There are ten major social media platforms popular in this era that serves diverse functions: TikTok,
Facebook, YouTube, X, Pinterest, Instagram, Snapchat, Reddit, LinkedIn, and WhatsApp (Walsh, 2022, as
cited in Otibar et al., 2023). Despite their diversity and popularity, there has been mixed findings regarding
their influence to English language learning. Aloraini and Cardoso (2020) highlight that social media
platforms like WhatsApp, Twitter, and Snapchat are frequently utilized by learners to improve their
language skills, such as reading, writing, and listening. On the other hand, platforms like YouTube, with
their rich audiovisual content, helped Indonesian students improve their English vocabulary and
pronunciation skills, supporting the notion that social media offers practical language exposure (Muetia et
al., 2022).

On a similar note, in exploring the positive impact of social media platforms to language learning,
Alvarez et al. (2024) revealed that TikTok platform was highly effective in helping students improve
grammar, vocabulary, and pronunciation through engaging, short-form content; whereas, Kelly (2015)
found that Instagram could significantly improve students' writing skills through the creation of authentic,
real-time writing opportunities. Also, Facebook platform provided a positive outcome on developing
writing skills in EFL classes (Klimova & Pikhart, 2020) and facilitated better communication which
improved their English writing proficiency in informal learning settings (Kamnoetsin, 2014). Due to the
ease of access to content and the interactive nature of social platforms, these major platforms allowed
students to expand their language learning through exposure to varied language contexts.

Theoretical Underpinnings of the Study

The increasing integration of technology into daily communication has significantly transformed
linguistic practices, influencing how language is learned and internalized (Ralston, 2012). This dynamic
interplay between social interaction and individual understanding underpins language learning and aligns
with both Vygotsky’s Social Constructivist theory and Evelyn Hatch's Discourse Theory. Vygotsky’s theory
underscores that knowledge is constructed through social interaction, with learning initially occurring on
the interpersonal level and later internalized as intrapersonal understanding (Churcher et al., 2014). Central
to this theory are the concepts of the Zone of Proximal Development (ZPD) and internalization, which
emphasize the role of social tools in shaping cognitive development (Vygotsky, 1978, as cited in Churcher
et al., 2014).

Similarly, Discourse Theory emphasizes the importance of communication and active participation
in discourse for acquiring second language proficiency. It advocates for learner engagement with fluent
speakers of the target language, shifting from teacher-dominated classrooms to more interactive
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Graduate Studies

environments. From these theoretical perspectives, the language tools and norms present in learners’ social
environments, such as those facilitated by social media, play a critical role in language acquisition.

Impact of Social Media on Academic Writing

However, when these tools prioritize brevity and informal structures, as often seen on social media
platforms, learners may internalize habits that conflict with formal academic writing norms. While social
media fosters interactive and participatory learning environments aligned with these theories, these new
mediums have opened the door to shorthand typing, abbreviations, emoticons and instant message lingo,
causing some people to fear the decline of the formal English language and highlighting the dual role of
social media as both a facilitator and a disruptor in language learning (Kamnoetsin, 2014). While social
media facilitated student engagement, students who regularly engaged in social media were more likely to
develop a form of communication that is affecting their linguistic habits (Mingle et al., 2016). Students
often incorporate abbreviations and colloquialisms into their academic work (Zainal and Rahmat, 2020)
and often lead to decreased academic performance (Quader, 2013). A study by Mehmood and Taswir (2013,
as cited in Mingle et al., 2016) revealed that many students reported changes in their language habits due
to frequent communication on social media. Some students specifically mentioned that using slang on these
platforms negatively impacted their classroom writing skills and spelling abilities.

The casual nature of social media encouraged students to use sentence fragments, omit key
grammatical elements, and prioritize brevity over linguistic accuracy, all of which negatively influenced
their formal academic writing (Asad et al., 2012). This is further supported by Vanden Boogart (2006)
documented the rise of “text-speak” among college students, where the use of abbreviations, symbols, and
shortened forms of words became normalized, leading to simplified sentence structures and a decline in
grammatical accuracy in both academic and informal writing. Similarly, Madoda et al. (2024) found that
secondary school students in Zambia used short forms and exhibited a lack of attention to grammatical
correctness in both their written and spoken English. The instantaneous nature of social media encourages
the use of incomplete sentences and informal speech patterns (Yango et al., 2019) often leads students to
prioritize speed and efficiency, which can undermine their awareness and use of formal grammatical rules
(Kern, 2006).

To illustrate this further, Mingle et. al. (2016) observed that increased social media usage was linked
to academic decline, particularly among private school students who had greater access to platforms like
WhatsApp and Facebook. The differences in access highlight that private schools, typically more
technologically equipped, may expose students more to social media’s informal language impacts,
potentially amplifying the trend of lower academic performance in students heavily engaged with social
media. Research indicates that private schools in the Philippines typically have greater access to resources
like computers and internet connectivity than public schools. This technology gap often significantly affects
students’ educational experiences and opportunities for digital learning (Alampay & Capule-Navarro,
2023).

In the Philippines, social media use is widespread, yet research on its impact on language
learning—especially within private and public schools—remains limited. Despite the scarcity, some studies
highlight significant findings regarding social media's influence on English language skills. For instance,
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Graduate Studies

Esman et al. (2021) examined the relationship between social media exposure and English writing
proficiency in high schools, finding a positive correlation particularly among younger students. Conversely,
Nanquil (2021, as cited in Bulnes, 2022) raised concerns about social media’s drawbacks, noting issues like
poor grammar, spelling errors, and the spread of irrelevant content among Filipino college students.

This gap in research on how social media use impact English language learning and academic
writing skills in the Philippines underscores the need for further investigation. Thus, the objective of this
research is to investigate the impact of social media usage on students' English language skills, with a
particular focus on academic writing, and to compare its influence between private- and public-school
learners. It aims to explore how social media language habits, such as abbreviations, shortened forms of
words, and grammatical errors, are incorporated into academic work. This study is grounded in Evelyn
Hatch's Discourse Theory, which underscores the importance of communication and active participation in
social media discourse for language acquisition, and Lev Vygotsky's Social Constructivist Theory, which
emphasizes the role of social interaction and internalization in learning. These theories provide a framework
for analyzing how social media serves as both a platform for meaningful discourse and a tool that shapes
linguistic and cognitive development.

STATEMENT OF THE PROBLEM

The primary objective of this research paper is to examine the impact of social media usage on
learners’ English language skills, particularly academic writing, and seeks to compare the influence of social
media across private and public school settings. It aims to explore the incorporation of informal language
habits like abbreviations into academic work. Hence, this study seeks to answer the following research
questions:

1. What social media platforms are most frequently used by private and public senior high school
learners, and how do these platforms influence their English language use in the classroom?
a. Facebook
b. X
c. Instagram
d. Tiktok
e. Youtube

2. What are the effects of social media exposure on the linguistic competence of senior high school
learners, particularly in terms of writing styles, grammar, and syntax?

3. How does the relationship between socioeconomic factors, such as attending private versus public
schools, and social media usage patterns affect learners' formal English writing skills?
 Philippine Normal University
Taft Ave, Manila
Graduate Studies

RESEARCH METHODOLOGY

Research Design

Descriptive research design will be used for the conduct of this study. According to Sirsilla (2023),
the design seeks to “provide a detailed and accurate picture of the characteristics and behaviors of a
particular population or subject.” In the context of this study, the researchers will analyze whether exposure
to learners’ most frequently used social media application affects their written production of the English
language. Thus, the researchers will acquire a deeper understanding of the connection between commonly
used social media platforms and language learning and provide valuable insights that can inform future
related studies.

Participants of the Study/Sampling Procedure

The researchers determined the participants of this study through the stratified sampling technique.
According to Birsht (2024), stratified sampling is a sampling method used by researchers to divide bigger
populations into subgroups known as “strata” based on specific characteristics such as age, income level,
or education. Stratified sampling method is appropriate for comparative studies since it allows for the
comparison of characteristics between different subgroups within a population. In the case of this study, the
respondents are Grade 12 learners who are stratified into two distinct groups—public high school and
private high school. The researchers will gather data from six sections of learners—three from each school.
The average number of learners in a section is forty, hence, the projected sample size for this study is
roughly 250.

Research Instrument

Data gathering procedure will consist of two parts: (a) ranking scale, and (b) short essay production.

According to Qualtrics (2021), ranking questions seek to place the respondents’ items in order,
usually in order of preference. Only one item can take the place of each rank, hence, the respondents are
required to carefully think about their choices. In the first part, the respondents will rank the following
social media platforms, where 1 is “most frequently used” and 5 is “least frequently used”:

1. Facebook
2. X (formerly Twitter)
3. Instagram
4. TikTok
5. YouTube

For the second part of the data gathering procedure, a modified version of Ferris’ Error Analysis will
be used. Ferris Error Analysis, as adapted by Jancin (n.d.), is a model that analyses the errors committed by
a language learner that will be identified in the written production of language. In the case of this study, the
respondents will write a one-to-two paragraph essay revolving on a specific theme. After the data gathering
procedure, their essays will be analyzed for the errors they have committed. The error types follow:

1. Subject-verb agreement errors (SV)

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2. Plural and possessive noun ending errors (N)

3. Noun form errors (NF)
4. Article-‘a’, ‘the’, ‘an’ error (art)
5. Verb tense error (VT)
6. Verb form error (VF)
7. Sentence fragment (SF)
8. Run-on sentence (R)
9. Word choice error (WC)
10. Sentence structure (SS)

Hence, the researchers will seek to determine whether the errors the learners have committed are
impacted by their socioeconomic status, i.e., their being a private or public school learner, and the most
frequent social media platform they access.

Data Analysis

The researchers will use the descriptive analysis technique in treating the data that will be collected
from the respondents. According to Rawat (2021), descriptive analysis helps describe, show, or summarize
data points in a constructive manner such that patterns might emerge. Rearranging, ordering, and
manipulating the data will bear insightful information about the respondents.

Through this data analysis technique, the researchers shall be able to establish connections between
the frequency of errors committed by learners in their essays and the most frequently used social media
platform to which they are exposed. Thus, relationship between the type of school they are studying in, the
most frequently used social media platform they access, and the impact of these factors on their written
production of the English language shall be clarified.

Ethical Considerations

The study heavily relies on the data collected from the participants; it is one of the most crucial
parts in conducting this study. Hence, trustworthiness is highly regarded to which researchers will
effortfully establish with their respondents. The researchers will protect the participants’ disclosure of
private information and shall execute confidentiality. They shall be given equal distribution of risks and
benefits upon this study’s conduction. They shall not be required to participate in the study; hence, they
may opt to volunteer or decline. Most importantly, no practice of plagiarism shall be carried out or tolerated
in this study. The researchers, adviser, and referred experts shall be of knowledge about the conduct and
progress of the research to ensure proper conduct all throughout.
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