SOCIAL MEDIA USAGE AND THE DEVELOPMENT OF STUDENTS’ ACADEMICWRITING SKILLS (original) (raw)
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Impact of social media language on writings of the undergraduates of university of Nigeria, Nsukka
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This paper investigated the impact of social media language on writings of the undergraduates of University of Nigeria, Nsukka. The aim of this paper was to identify the extent to which SMS language has influenced the writings of undergraduates. Also, to confirm or refute the arguments and counteraugments that had raised dust in the academics over the presupposed negative effects of this form of media discourse on students' academic writings. This study draws insights from Corder's Error Analysis. The corpus of this study was gotten from an eight-item-questionnaire and confirmatory essay test administered to forty students selected at random. Data elicited from the questionnaires were
SOCIAL MEDIA LANGUAGE AND STUDENTS' WRITING
FUOYE Journal of Education 1(1), 2018
Information Communication Technology (ICT) and the social media networks have made in-roads into all spheres of human life bringing forth a revolution in mobile communication networking and in sending short message services(sms). Writing short messages and socializing on the social media networks require creativity and skill in writing. This is in a bid to maximize the use of text message page, reduce the cost of sending the message and also have a sense of belonging by using ‘text-speak’ language often associated with informal usage. The worry is how this is affecting the usage of Nigerian students in formal classroom contexts especially in their performance in written English. This paper examined the prevalence of misspelt words, use of slangs, abbreviations and looks at social media in relation to its impact on students’ written English.
Effects of Social Media on Students’ Writing: The Case Study of Mount Mary College of Education
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The study aimed to determine the impact of social media language (also known as net language) on the formal writing skills of Mount Mary College of Education students. This study involved a total of 150 students, 60 of whom were males and 90 of whom were females, who were studying English language and French at the time of the study. The study employed a phenological research design, and a purposive sample technique was used to choose the thirty (30) participants that took part in it. The responses were mark quiz papers and group tasks, and the results were analysed. The study concluded that when people write individually, social media does have an impact on their formal writing. Students who work in groups, on the other hand, are not affected by this. Another finding of the survey was that respondents employ a wide range of social media lingo, including clipping, abbreviation, alphanumeric homophony, vowel deletion, graphone, and other slang terms, among other things. According to the results of the survey, most people type in social media or internet language when they communicate on social media to make it easier for them to communicate.
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This article examined the impact of social media on the writing abilities of Nigerian youths in English, which is the language of mass communication in Nigeria. Deploying cultivation theory of the media, this study used quantitative and qualitative methods to unpack the Nigerian youths' opinions on the impact of the use of social media on their writing abilities, using undergraduates in Ekpoma, Nigeria as a study case. To do this, data was collected through the use of 110 copies of a survey questionnaire administered to selected students. Additional information was garnered from focused group discussions (FGDs) with students and in-depth interviews (IDIs) with some tertiary institutions' lecturers as well as the researchers' direct observation of the issue under investigation. The study discovered that a majority of the youths adopt a certain option/brand of English which cannot be located within the matrix of Standard English (SE) or even popular Nigerian English variant which is called Pidgin English (PE). Consequently, expressions such as 'u' for 'you' 'gr8t' for 'great', 'ur/urs' for 'your/yours', among other deviational patterns, have crept into their writing consciousness in classes and examinations, which make a lot of 'sense' in informal settings among the youths, but smacks of sub-literacy in formal 1
GiST Education and Learning Research Journal, 2018
This article examined the impact of social media on the writing abilities of Nigerian youths in English, which is the language of mass communication in Nigeria. Deploying cultivation theory of the media, this study used quantitative and qualitative methods to unpack the Nigerian youths' opinions on the impact of the use of social media on their writing abilities, using undergraduates in Ekpoma, Nigeria as a study case. To do this, data was collected through the use of 110 copies of a survey questionnaire administered to selected students. Additional information was garnered from focused group discussions (FGDs) with students and in-depth interviews (IDIs) with some tertiary institutions' lecturers as well as the researchers' direct observation of the issue under investigation. The study discovered that a majority of the youths adopt a certain option/brand of English which cannot be located within the matrix of Standard English (SE) or even popular Nigerian English variant which is called Pidgin English (PE). Consequently, expressions such as 'u' for 'you' 'gr8t' for 'great', 'ur/urs' for 'your/yours', among other deviational patterns, have crept into their writing consciousness in classes and examinations, which make a lot of 'sense' in informal settings among the youths, but smacks of sub-literacy in formal 1
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This research aimed to evaluate the English language exposure on writing proficiency and views of social media in relation to academic performance among college students at the Visayas State University (VSU). The first set of respondents composed of nineteen (19) Bachelor of Arts in English Language (AB-EL) students answered two research instruments. The language exposure checklist was based from the study of Magno et al (2009). The writing task for writing proficiency test with rubrics was from the International English Language Testing System (IELTS, 2017). The writing outputs were given to a writing instructor at the Department of Liberal Arts and Behavioral Sciences (DLABS) for evaluation. Data were analyzed using descriptive statistics. To determine the relationship between English language exposure and writing proficiency, correlation analysis (Pearson r) was employed. Results showed that 42% of the respondents have a "High" language exposure while 58% of them have a "Moderate" language exposure. From their writing proficiency scores, findings revealed that they have achieved the writing task successfully. Furthermore, results were able to establish that there is a significant relationship between the students' English language exposure and their writing proficiency. The higher the language exposure level, the higher also is the writing proficiency. The lower the exposure to the English language, the lower also is the writing proficiency. On the other hand, the second set of respondents composed of fifty-one (51) Junior AB-EL students answered a survey questionnaire delving into social media on the academic performance of the students adopted from Jabe et al (2015). The respondents' Grade Point Average (GPA) during the previous semester served as the variable for the academic performance. Data were analyzed using descriptive statistics. To determine the relationship between the students' views of social media and their academic performance, Spearman's Rho correlation analysis was used. Results showed that majority of the respondents "agree" on using social media for finding and interacting with friends online, private messaging and updating profile information, fun and leisure, studies, watching movies, and course work discussion, but they "disagree" using social media for dating. Findings further revealed that there is a significant relationship between the students' views of social media and their academic performance. Overall, this research had discovered that high language exposure leads to a positive result in the assessment of the writing proficiency of the respondents, and that their views of social media has a significant positive influence to their academic performance.
The Role of Social Media in Development of English Language Writing Skill at School Level
International Journal of Academic Research in Progressive Education and Development, 2019
Social media have been used for teaching and learning for quite some time. Social media as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the assignments in order to improve their grammar knowledge and writing ability. This study investigated to see how students perceived Social media in terms of ease of use, usefulness, and attitude toward the use of Social media for doing the activities and examined whether these factors were correlated. The sample consisted of 132 secondary school students selected via random sampling technique. The data was tabulated and analyzed by SPSS version 23 and applying descriptive statistical tools. It was found that social media plays a significant role in development of English language writing performance at school level.
The study examined WhatsApp and the development of writing skills of undergraduate students of University of Ghana. The objectives of the study were to ascertain how School of Communication Studies students currently use WhatsApp, to examine whether they want to use WhatsApp to develop their writing skills, to investigate the relationship between WhatsApp and writing skills of students and to discover if WhatsApp affects their writing skills positively or negatively. Three theories were used in relation to this study namely: The Uses and Gratification theory, Connectivism theory and Diffusion of Innovation theory. The nature of the study was quantitative. The main instrument for data collection was the questionnaire. Purposive sampling technique was adopted to ensure that students chosen have relevant knowledge towards the study with a sample size of 250 respondents. The discussions of the findings indicated improvements in writing skills of students, but students said their intention to use WhatsApp is not meant for developing writing skills. Evidently, WhatsApp is a tool that can enhance the writing skills of the students if used positively. The study found that Whatsapp has impacted negatively on the writing skills and academic performance of students in the School of Communication Studies, University of Ghana. The researcher recommends that lecturers use the WhatsApp tool to help students better their writing skills and also use it for discussion of other academic work.
Edukasi: Jurnal Pendidikan dan Pengajaran, 2019
The objectives of this study were to find out: (1) the social media which is the most frequently used by the English Education Study Program students, (2) the correlation between the use of social media and academic writing mastery of the students, and (3) the contribution between the use of social media and academic writing mastery of the students. Thirty five students were chosen as the sample by using purposive sampling method. The data were collected through questionnaire and documentation. Pearson Product Moment Correlation Coefficient was used to analyze the obtained data. The result showed that there was a significant correlation between the use of social media and academic writing mastery of students of English education study program (