The impact of social media on language style among university students

Thesis Abstract

The pervasive integration of social media into daily communication has significantly influenced language use among university students, prompting an urgent need to investigate its effects on language style and communication practices within higher education contexts. This study aims to critically examine the extent and nature of social media’s impact on the language styles employed by university students, with specific objectives to identify predominant linguistic features associated with social media usage, assess the variations across different academic disciplines, and explore students’ perceptions of how social media influences their language norms. Employing a mixed-methods research design, the study combines quantitative surveys with qualitative focus group discussions to achieve a comprehensive understanding of the phenomena. The target population comprises undergraduate students from three diverse faculties—Arts, Sciences, and Engineering—at a large public university, with a total population estimated at 8,000 students. A stratified random sampling technique is used to select a sample of 400 students for the survey, ensuring proportional representation across faculties and gender. The qualitative component involves 12 focus groups, each comprising 8-10 students, purposively sampled to include varied levels of social media engagement and linguistic backgrounds. Data are collected through a structured questionnaire measuring social media usage patterns, language features (such as abbreviations, emojis, code-switching, and acronyms), and self-reported influences on language style. Additionally, semi-structured focus group protocols facilitate deeper exploration of students’ perceptions and attitudes regarding linguistic changes associated with social media. The validity and reliability of quantitative instruments are established through expert review and pilot testing, yielding a Cronbach’s alpha coefficient of 0.85, indicating high internal consistency. Quantitative data are analyzed using descriptive statistics, inferential tests including Analysis of Variance (ANOVA) to compare linguistic feature prevalence across faculties, and multiple regression analysis to determine predictors of linguistic change. The qualitative data are processed via thematic analysis, guided by Braun and Clarke’s methodology, to identify recurring patterns and categories related to social media’s influence on language style. Integration of findings employs a triangulation approach to reconcile quantitative trends with qualitative insights. It is anticipated that the findings will reveal significant alterations in language style among university students, characterized by increased use of informal expressions, emojis, and language shortcuts such as abbreviations and acronyms. The study expects to identify disciplinary differences, with Arts students exhibiting more linguistic innovation compared to Sciences and Engineering students, owing to differences in communicative norms. It is also expected that higher engagement with social media correlates positively with the adoption of informal and creative language features, supported by regression analysis indicating social media usage frequency as a significant predictor. This research contributes to the broader understanding of digital language evolution within educational settings by providing empirical evidence of social media’s role in shaping contemporary language practices among young adults. It advances theoretical discourse by applying and extending the Social Construction of Technology Theory and Adaptation Theory to linguistic change, emphasizing how technological platforms influence language norms. Policy implications include informing curriculum development on digital literacy and language use, while pedagogical recommendations advocate integrating social media literacy into language education. Concluding, the study underscores the transformative effect of social media on university students’ language styles, suggesting that these changes reflect both opportunities and challenges in academic and social communication. The recommendations highlight the need for ongoing research into the long-term implications of digital communication trends on language proficiency, with a call for educational institutions to foster awareness of both linguistic creativity and standard language use in the digital age.