SOCIAL MEDIA INFLUENCE IN INFORMAL LANGUAGES SPOKEN BY FRESHMEN BASED ENGLISH STUDENTS OF

SLMCS.

Kristel F. Feolino
Aira Ermino
Angela Espineda

ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

May 2023
 ACKNOWLEDGEMENT

The Researchers of this study, wishes to express their warmest appreciation and gratitude to the following persons
who they use as instrumental in the preparation and completion of this research paper:

We would like to acknowledge and give our warmest thanks to our subject instructor, Sir Troi Borromeo for his
cooperation and for showing support through his guidance and advice that carried us through all the stages of
conducting this research study.

To our Classmates and Friends, who were there since the beginning— through ups and downs, all of your support
and encouragement was worth more than we can express. It may be a long and sometimes bumpy road however,
we finished it with success and has a smile on our faces.

The researchers of this study would also like to give special thanks to our families as a whole for their continuous
support and understanding when we undertake our research study. All of your prayers for us was what sustained us
this far.

Finally, we would like to thank God, for guiding us through all the difficulties. We have experienced his guidance
day by day. We praise God, as he is the one who let us finish our research study with strength and confidence. For
granting us the capability to proceed successfully. This piece of work will never be accomplished without his
blessings.

TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………………….. I
ACKNOWLEDGEMENT…………………………………………………………….. II
TABLE OF CONTENTS………………………………………………………………. III
ABSTRACT…………………………………………………………………………..... IV
CHAPTER
I. THE PROBLEM
Background of the Study………………………………………………………………... 1
Statement of the Problem……………………………………………………………….... 2
Significance of the Study……………………………………………………………….... 3
Scope and Delimitation…………………………………………………………………... 4
Definition of Terms………………………………………………………………………. 5

II. REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature and Local Literature……………………………………………........... 6
Foreign and Local Studies………………………………………………………………… 6
Synthesis of the Art……………………………………………………………………….. 7
Gap Bridge by the Study………………………………………………………………….. 8

III. RESEARCH DESIGN AND PROCEDURES

Research Design……………………………………………………………………………. 9
The Sample………………………………………………………………………………… 10
The Instrument……………………………………………………………………………… 11
Data Collection Procedure………………………………………………………………….. 11
This study aimed to examine the influence of social media on the informal languages used by freshmen English
students of St. Louise de Marillac College of Sorsogon (SLMCS). The researchers gathered data through surveys
and interviews from a purposive sample of 23 freshmen students enrolled in an English course at SLMCS. The
findings showed that social media has a significant impact on the informal language of these students, with the
majority reporting that they frequently use informal language learned from social media in their conversations with
classmates and friends. The study also found that students perceive social media as a means to learn and improve
their English language skills, but they are also aware that this has negative implications on their language
proficiency development. Overall, the results suggest that social media plays a dual role in the informal language
development of students, functioning as a source of linguistic innovation, while also posing a challenge for
educators in maintaining the formal language standards in the classroom. The study uses a qualitative approach,
wherein data were collected through interviews and focus group discussions with a sample of 23 students. The
findings reveal that social media usage has a significant impact on the language preferences of the participants, as
they tend to use informal language more frequently in their online interactions. Furthermore, it was found that
social media platforms such as Facebook, Instagram, and Twitter were the most commonly used platforms among
the participants, which contributed to their informal language use. The study also highlights the positive and
negative effects of social media use on language use and suggests the need for English language teachers to
incorporate social media in their teaching practice to improve grammar and language proficiency skills of their
students. This study contributes to a better understanding of the role of social media in language acquisition among
English students in tertiary education, specifically in the SLMCS context.

CHAPTER I

The Problem

Background of the Study

Social media has changed the way we communicate and interact with others. It has also impacted the way we use
language and has both positive and negative effects on the development of formal language and education. On one
hand, social media provides a platform for individuals to interact and engage with people from different
backgrounds and cultures, which can broaden their perspectives and improve their language skills. Many social
media platforms also have the ability to translate text into different languages, making communication easier for
those who may not speak the same language. On the other hand, social media can also be a platform for informal
language use, including the use of slang, abbreviations, and emojis, which can disrupt the development of formal
language skills. There is also evidence suggesting that frequent social media use can negatively affect one's ability
to concentrate and communicate effectively in a formal setting.
Furthermore, social media can play a positive role in education by providing access to online learning resources,
facilitating communication between students and teachers, and providing opportunities for collaborative learning.
However, it can also be a source of distraction and can negatively impact academic performance if used
excessively.
In conclusion, social media can play both a positive and negative role in the development of formal language and
education. It is important to use it responsibly and to be aware of its impacts on language use and academic
performance. Social media is any digital technology that allows users to instantly generate and share information
with the public. It is a means of interacting with people among which they create, share or exchange information
and ideas in virtual communities and networks. Social media has become an integral part of our society and almost
everyone today is on any social media platforms. Where teenagers are on Tiktok, influencers and small businesses
on Instagram and Facebook or professionals on LinkedIn (Simlilern, 2023).
Many students use social media as the first thing that comes to their minds when looking for access information.
But not only that, since social media has become the largest and most convenient area of communication it had a
profound impact on our social structure and intra social interaction which affects education in general and learning
English language in particular. According to Dr. Thamil Fadil, Social media has been helpful in changing language
when people need to communicate with each other but nevertheless, there are many negative effects that social
media does in changing language. People most of the time deformed words and deviation from the mother tongue.
Moreover, speakers make mistakes when they use slang and acronyms, and they use shorten some words. Some
deformed words when they use of incorrect grammar and expression, demonstrating thoughts more in pictures than
in words or use any abbreviations. As consequently, we are living in a period in which people doing everything
quickly. No one has the time to use language correctly with correct structure in this century, nobody has time to use
language with complete thought and grammar since we are living in a period in which people trying to simplify
things and making the language lose its roots, Elderly people cannot understand this kind of communication and
users become lazy in the correct use of this kind of language.

However, Social media are the greatest combination for language learning process, because they provide an
opportunity to improve learner's ability to learn a language. A lot of social media can be effectively used to
facilitate and enhance learners in learning a language. But, this does not help the students because not all trendy
words are used in a correct way, and when new words are used on social media, the existing language is used less.
As a result, the negative effects that social media changing language push to create obstacles to communicate,
become poorer in vocabulary, and have a possibility to return to communication through symbols. Language is,
and always has been ever-evolving. Although the developments and trends we witness in language over time are
significant, the foundation of the language remains as strong and infallible as it always has been.
Social media platforms have undoubtedly revolutionized communication by providing a space for individuals to
express their thoughts and emotions freely. Among young people, social media has become a popular
communication tool, and it has transformed the way they communicate with each other. Additionally, social media
has resulted in the emergence and normalization of informal language use. This research paper seeks to examine
the impact of social media on the informal language used by English as a second language (ESL) freshmen
students in their daily communication. Using various sources, this paper will investigate the effects of social media
on language and how it affects communication in informal settings. Additionally, the paper will explore how social
media has influenced the development of new words and slang, particularly among ESL freshmen students. The
paper will analyze how informal language used on social media platforms may affect the way ESL freshmen
students communicate and interact with others.
One of the ways social media has influenced informal language use is through the use of abbreviations and
acronyms. Social media platforms like Twitter limit the number of characters that can be used in a single tweet,
which has led to the widespread use of abbreviations and acronyms. As a result, young people have developed new
language that is specific to social media platforms, and this has influenced their informal communication both
online and offline. For example, LOL stands for "laugh out loud," OMG stands for "oh my god," and BRB means
"be right back." These new words and abbreviations have become an integral part of informal language use, and
students who are not familiar with them may struggle to communicate with their peers effectively.
Furthermore, social media has also influenced the use of slang and informal language. On social media platforms,
people often use slang and informal language to convey their emotions and to appear more relatable to their
audience. This has led to the widespread use of informal language, and many young people use slang in their
everyday conversations. This can be problematic for ESL freshmen students because they may not be familiar with
these words and expressions, and this may lead to misunderstandings and miscommunications.
Another way social media has influenced informal language use is through the use of emojis. Emojis are pictorial
representations of emotions, ideas, and expressions that are used in online communication. They are used to
convey emotions and add context to text-based messages. Emojis have become so popular that they are used in
almost all forms of online communication, including text messages, social media posts, and emails. This has
influenced the way people communicate, and many have started using emojis in their everyday conversations.
While the use of slang and emojis can be fun and add a casual tone to communication, it can also create barriers for
ESL freshmen students. These students may struggle to understand the meaning of certain emojis and slang words,
making it difficult for them to communicate effectively with their peers.
In conclusion, social media has influenced the use of informal language, slang, and emojis, which can be
challenging for ESL freshman students. Educators need to be aware of these challenges and find ways to help their
students navigate this new form of communication. This can include teaching common slang words and emojis,
providing opportunities for students to practice using them in a controlled environment, and emphasizing the
importance of clear and concise communication, especially in academic settings. Additionally, teachers can
encourage their students to use a formal tone in written communication, such as emails or academic papers, and
advise them to save informal language and emojis for personal conversations with friends and family. This will
help students develop the language skills necessary for academic and professional success while still allowing them
to engage in casual online communication.
Overall, social media has undoubtedly impacted the way we communicate, but it is important for educators to
recognize the challenges it presents and provide support to their students in navigating this new landscape. By
doing so, they can help students build valuable communication skills that will serve them well in both their
personal and professional lives.
Regards with the issues, the researchers conducted the study "Social Media Influence in informal languages spoken
by freshmen Based English students of SLMCS" to have a set of ideas and perceptions that helps the researchers to
understand the insights of the students in using social media and it's influence on the informal languages spoken.
Therefore, this study will be a tool that will lead the researcher builds blocks of knowledge that in turn contribute
to the language spoken by the freshmen students.

Statement of the Problem

1. What are the identified informal Languages spoken by students? (E.g. Jejemom, bekimon, g words or Conyo)
2. What are the insights of the students in using social media and it's influence on the informal languages spoken?
 What are some of the problems caused by informal languages influenced by social media in terms of the
following:
a) Understanding
b) Vocabulary building
c) Speaking
4. What are the interventions sought to address the problems caused by informal languages influenced by social
media?

Significance of the Study

The study is significant for it may serve as a basis to provide an insight into the current language practices of
students and the influence of social media on their language. The outcome may be beneficial to the following:

Students. The findings of the study can be used as a reference for curriculum planning in language learning. By
identifying the areas where students lack skills, educators can better design their teaching methods and resources.

Teachers. The findings of this study will be used by the teachers to create and enforce policies on the usage of
social media during educational sessions or on school premises.

Parents. This study will provide parents with enough knowledge to enable them to comprehend and completely
support any policy on responsible use of social media platforms that may be authorized by interested parties.
Additionally, they should regularly remind their kids of the consequences of breaking the said rule.

School Administration. The results will make the administration's resolve to instil student discipline, particularly
about social media use, would lead to quality classroom education, particularly in formal language, as well as
quality graduates.

Community. The study can also lead to a better understanding of cultures and languages. Social media platforms
have opened opportunities for students to interact with peers from different cultures, and examining how social
media influences language usage can help in fostering cultural understanding.

Future Researchers. The study can also encourage further research on the impact of social media on language
use, providing the necessary groundwork and insights.
Scope and Delimitation

Scope:
The scope of this study is focused on the social media influence in informal languages spoken by freshmen Based
English students of SLMCS. This study will seek to determine the extent of social media influence on the language
proficiency of freshmen Based English students, their usage of informal languages, and the impact of social media
communication on their academic performance. The study will also seek to examine the factors that contribute to
the frequent use of informal language and social media communication among the freshmen Based English
students.

Delimitation:
The study is limited to the freshmen Based English students of SLMCS who are active users of social media
platforms. The study is focused solely on the influence of social media on the informal language used by the
students and does not cover the influence of other factors such as family background, community, and
socioeconomic status. The study also does not explore the influence of social media on the formal language used
by the students, as the study focuses only on the informal languages spoken by the students. The research will be
carried out using a survey questionnaire, and the sample population will be limited to 100 students, which may
limit the generalizability of the study results. Finally, the study does not explore the relationship between social
media communication and academic performance in depth, as it is outside the scope of this study.

Definitions of Terms
The following terms are conceptually, theoretically, and operationally defined for clarity and better understanding:

Social Media. Social media facilitates the sharing of ideas and information through virtual networks. From
Facebook and Instagram to Twitter and YouTube, social media covers a broad universe of apps and platforms that
allow users to share content, interact online, and build communities. More than 4.7 billion people use social media,
equal to roughly 60% of the world’s population. Today, social media messaging apps and platforms are the most
commonly used sites worldwide. In early 2023, 94.8% of users accessed chat and messaging apps and websites,
followed closely by social platforms, at 94.6% of users. Search engine sites were next, with 81.8% of users
accessing them.

Influence. To affect or change how someone or something develops, behaves, or thinks. Influence is the power to
have an important effect on someone or something. If someone influences someone else, they are changing a
person or thing in an indirect but important way.
Informal Language. It is more casual and spontaneous. It is used when communicating with friends or family
either in writing or in conversation. It is used when writing personal emails, text messages and in some business
correspondence. The tone of informal language is more personal than formal language.

Slang. Refers to a type of language that's too informal to use in certain situations. You can tell a word or phrase is
slang when it becomes uncool to use it after a while — like "groovy" or "far out." Often, slang terms are
considered vulgar or offensive to use in polite conversation.

Jejemon. It is a popular culture phenomenon in the Philippines. The Philippine Daily Inquirer describes Jejemons
as a "new breed of hipster who have developed not only their own language and written text but also their own
subculture and fashion."

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the ideas, finished thesis, generalization or conclusions, methodologies and others. Those that
were included in this chapter helps in familiarizing information that are relevant and similar to the present study.

Foreign Literature review

2.1. Social media import and usage at university level

Various studies have dealt with social media availability and the new horizons they have created, especially for the
youths (Lin et al., 2016). Out of these media, YouTube and Flickr are used to share visual materials, Facebook and
Linkedin provide social networking, Wikipedia specializes in the development of collaborative knowledge and
Twitter in microblogging (Balakrishnan & Lay, 2016). For Lin et al. (2016), social media, such as Facebook,
Twitter, and YouTube, not only give users the possibility to generate information but also to share it with other
users around the globe.
In view of their proliferation and the possibilities they provide, researchers have called for the use of social media
in the field of education (Everson et al., 2013; Greenhow & Robelia, 2009; Roblyer et al., 2010). Balakrishnan and
Lay (2016) report that Facebook and YouTube have been used “within and outside classrooms for teaching
purposes, such as to upload educational videos or learning materials for students”. Such action has been taken due
to the popularity of these media among students who use them to complement and thus enhance their classroom
learning due to their ease and speed of communication. Consequently, it can be argued that users’ attitudes depend
on medium functionality and students’ environment. Attitude is, in turn, determined by users/students’ learning
style. By environment, we mean the opportunities the students have to communicate in English as a second
language, which will partly determine their recourse to social media to fulfill their communicative needs within a
meaningful setting. As it has been investigated by Chartrand (2012), students who have limited time for real
English communication can be encouraged use to the Internet to upgrade their English language communicative
skills. As to students’ learning styles, as it is argued here, they partly determine the degree and manner in which
those students use social media. Balakrishnan et al. (2015) explore the effect of these styles on their intentions to
use social media for learning. More particularly, the researchers studied the causes behind students’ intentions to
use social media for learning, as this phenomenon has been gaining ground among university students.
Balakrishnan and Lay (2016) underline the importance of teachers’ awareness of their students’ learning styles and
their effect on social media usage. The researchers base their view on the Social Learning Theory (SLT), which
posits that learning is most effective when learners are allowed to observe and interact with other learners, as well as form
or participate in small study groups compared to the lecturers’ teaching styles (Bandura, 2002; Gong et al., 2014). They argue
that “this theory has become popular with the widespread use of social media and mobile technology” (Balakrishnan & Lay,
2016, p. 810). Out of the three types of learning styles – participatory, independent, and collaborative – Balakrishnan et al.
(2015) advance that students with a participatory learning style might favor Facebook and YouTube as learning tools as they
permit them to acquire information from their peers anywhere and virtually instantaneously. As such, these media can be
quite appealing for such a category of students.
Independent learners, too, can benefit from social media, as these students tend to rely on themselves in retrieving
information when they can access it, either through Facebook or YouTube. According to Umrani-Khan and Iyer (2009; cited
after Balakrishnan and Lay, 2016), such learners tend to prefer independent study, self-paced work, or special projects based
on their interests. Besides, the practicality and omnipresence of social media can give them the possibility to decide about
their study schedules. As collaborative students are generally extroverts, they are not concerned about anonymity. Hence,
Facebook, Twitter, and YouTube can facilitate their collaboration and information exchange by providing platforms for their
discussions. Therefore, such sites can be successfully exploited to enhance collaborative learning.

Local Literature Review

Nobody has time to use language with complete thought and grammar since we are living in a period in which
people trying to simplify things. For example, Instagram and Facebook users use to shorten words.
However, In the Philippines, although studies on social media and language learning were few, there were a
number of studies which reported essential results relating to SNSs impact on language learning. According to
Domingo and Aguillon (2021), college students perceive social media as effective platform for language and
vocabulary learning due to its convenient features. The study of Matolo-Langoh showed that Grade 10 students
from a private school in Zamboanga City agreed on using Facebook as a facilitative tool in teaching English
language.
Furthermore, other studies highlighted the positive impact of social media on the communication skills of
undergraduates (Magmanlac et al., 2018; Nanquil 2021). On the other hand, reports of negative effects of social
media such as faulty grammar, incorrect spelling and senseless information were found to have impacted college
students (Nanquil 2021). Studies about the impact of social media on english language learning is still limited
even more so in the Philippine context. This fact make this research more important since it will add to Filipino
studies on social media’s impact. Like the a fore mentioned studies, this study will focus on the effects of social
media on the writing, vocabulary and communication skills of Filipino learners.
The study is to examine the use of English slang by learners in that is influenced by three most popular social
media platforms (Facebook, Instagram, and Twitter). This examined the emerging slang used by learners from their
social media posts and categorized them using Allan and Burridge’s (2006) theory on the types of slang. The study
also tried to establish the social functions reflected in the use of slang following Filipino, Yanchun and Yanhong’s
(2013) theory on the purposes of language deformity. The findings showed that the emerging types of slang used
by students are imitative, acronym, clipping, and fresh and creative. The findings further revealed that students use
slangs to identify oneself, to reveal emotions and attitudes, and to show politeness. Based on the results, slangs
must be understood based on its users and the contexts in which they are used.
Director Gilbert Sadsad of Legazpi DepEd, recently issued a memorandum calling all public-school officials and
personnel in Bicol to be extra cautious in using the social media and online communication platforms and
encouraged them to use it to improve the efficiency and use of proper languages and productivity especially in this
time of crisis. “As educators, we should be more conscious of our sphere of influence and only engage in online
discussions if we can add value to the discourse” said Sadsad.
Director Sadsad emphasized that DepEd are bound to use social media responsibly. The DepEd Central Office, is
now crafting a social media policy to guide all its learners of the proper and responsible use of various digital
platforms of proper languages and communication. However, pending approval and implementation of the said
DepEd Social Media policy, Sadsad advised all DepEdin Bicol to observe basic and responsible acts of using social
media such as practicing fact checking/ verification of information sourced from online platforms, ensuring online
post would promote respect and ensuring that the online social media platform will be a good influence to every
learners to use proper languages using English without using slang words or informal languages.
Foreign Studies
There are many studies conducted to figure out whether the social networking sites benefit the students in formal
education but there are not many studies done to investigate whether they are beneficial to students’ informal
learning, especially in English language.
Understanding a language helps an individual to make sense of the world around him or her. In order to learn a
language, a person needs to be exposed to the targeted language and the person also needs to have access to the
inputs of the target language (Taher & Tam, 2012). When a person is exposed to the target language but not in any
formal educational institution, then the acquisition of the language is considered to be done informally.
Therefore, this study aims to investigate the contribution of the social networking sites to the university students'
English informal language learning. Informal language learning usually happens outside from a classroom
environment, but informal language learning might also happen inside a classroom provided that the learning is not
structured or classroom-based (Taher, Tam, & Marziyeh, 2014). This is the main issue that the researcher would
like to address in this paper. Since the students spend quite some time to check their social media and social
networking sites, do they (social media and social networking sites) contribute to the students’ formal and informal
learning?
In (https://researchgate.net/) they attempted to create a framework for informal language learning through
television and found out that the participants preferred to learn the language through the television with authentic
materials, rather than a specific language learning programme. It is said that where an environment is not directed
towards learning, a purposeful encouragement of informal learning could be employed (Bahrani et al., 2014). This
simply means that even though the learners are not in a formal learning situation, they could be encouraged to learn
language informally by fully utilizing the authentic materials they have in their surroundings.
Moving on to the informal language learning with technology, computer has helped students to learn the target
language informally. However, to learn the target language successfully, using the computer or the software alone
will not do much to help improve one’s target language. This is because, the interaction one has with the computer
or a software is sometimes very limited (Bahrani et al., 2014) and up to the point where the interaction will not be
genuine and authentic.
 Bicen, Sadikoglu and Sadikoglu (2014) conducted a study to determine the impact that social networking sites
could bring to the language learning of the undergraduate students. The students agreed that there were positive
impacts towards their language learning by using several ways that were useful for their language learning. For
example, to improve their speaking skills, they followed various accounts authentic in Social Networking Sites
such as the professional foreign language teachers accounts and in order to better understand the news they read
which were in the foreign language, they make use of the automatic translation features available on the SNS
(Bicen, Sadikoglu, & Sadikoglu, 2014). Different from the formal learning situation, learning the language through
the SNS depends very much on the learners’ efforts themselves, and not on the instructors.
Meanwhile, Shih (2011) conducted an experimental study regarding the use of web 2.0 in students’ English
writing. This study investigated the effectiveness of blended learning (Facebook, peer assessment and face-to-face
instruction) in English writing. The in-depth experiment conducted by the researcher resulted in several significant
findings. First of all, all three groups of the participants made positive progress in their English writing based on
the post-test result. Secondly, through the content analyses of the Facebook writing assignments, the researcher
figured out that the students commented each other’s writings positively, especially for the high score group
students. It is apparent here that the students found the Social Networking Sites to be helpful, thus deciding to
utilize them for their own learning. Not only the students, their lecturers also encouraged them to use those sites for
learning, especially when the lecturers encouraged the use of blended learning in their study. Therefore, aside from
entertainment, there are also evidences that students do use the social networking sites to help improve their study
and learning at school.
Local Studies
Language change is affected by many factors such as social interaction, technology and lifestyle. For instance,
technology and innovations can lead to emergence of new words. Constant communication within and across
territorial boundaries can cause language alterations or borrowing.
According to Maghirang (2019), Filipino Gen Zers are characterized as cognizant of the power of technology,
eager to share their knowledge and eager for more human interaction. Almost all of the time of young Filipino
adults are consumed on their smartphones. Many terms that are unfamiliar outside of their generation are being
encountered everyday not only on their posts but on how to write their comments and send messages with their
families and friends. These new coined terms and phrases created by them are called Gen Z slang. They have come
up with their own slang, much of it tied into the media culture they've grown up with. They are well adept in
executing results through the use of their gadgets.
There were many applications that can be installed in their mobile phones like Twitter, Instagram, Facebook and
the likes for social interaction. According to DepEd K to 12 Basic Education Curriculum, language learning
involves recognizing, accepting, valuing and building on students’ existing language competence, including the use
of non-standard forms of the language, and extending the range of language available to students. They learn to
control and understand the target language to reflect on and critically analyze their own use of language and the
language of others (https://www.deped.gov.ph).
Therefore, DepEd is widely aware of the dynamics of language and that its main purpose is to have functional and
critical literacy skills. It does not limit the learners in learning the conventions but be open to what is really
happening around. Therefore, the emergence of this new language trend, Gen Z slang is one of the non-standard
forms that learners must learn to critically analyze and utilize.
Previously, teachers and schools were left on their own to judge this matter. This has changed with the recent
memorandum from the Department of Education (DepEd) that affirmed the Department of Information and
Communication Technology’s (DICT) appeal to prohibit schools from using social media in class projects and
homework.
DepEd argues that “social media is not the proper outlet to support the need of learners” and instead recommends
the use of open-source Learning Management Systems (LMS) such as Edmodo, Schoology, and Google
Classroom, among others, to support the e-learning requirements of schools.

Synthesis of the State-of –the Art

As social media usage continues to grow worldwide, scholars have increasingly shown interest in studying its
influence on informal language. This paper synthesizes the state-of-the-art knowledge about social media influence
in informal languages spoken by Based English students of SLMCS, with a particular focus on freshman students.
Freshman English-based students at SLMCS are free to use a variety of social media sites on the school's premises,
but the institution will never stop reminding them that they must act responsibly and appropriately when doing so.
One of the prevailing findings is that social media has influenced the use of informal language among English-
speaking freshmen students. Studies reveal that social media platforms such as Twitter, Facebook, and Instagram
are the primary sources of slang, colloquialism, and other informal language patterns common among English
students, especially freshmen.
Studies also reveal that social media tends to influence the spellings and grammatical constructions used in
informal language. For example, the use of ellipsis (…), abbreviations, and emoticons is common in social media
communication and has been shown to influence the use of informal language among freshmen English language
learners.
With the interaction opportunities Facebook offers its users, it is the embodiment of the social-interactionist
approach to language acquisition advocated by Lantolf (2000), in keeping with Vygotsky (1978). Facebook can
provide language learners with new prospects of real time cultural and linguistic interchange (Harrison & Thomas,
2009; Harrison, 2013). Besides, from an ecological perspective, which views context as fundamental to language
learning (van Lier, 2004), thanks to the contextual clues it provides and the conversational features it provides,
Facebook can represent ideal sites of language learning. Cain and Policastri (2011), following Gibson (1979),
evoke the use of affordances, defined as objects, places, events or things, by students, with the help of their
teachers to maximize language learning. In he recent years, affordances have come to be embodied in high-
performance mobile devices, which have enhanced connection and interaction features, providing learners with
more of target language contact, thus contributing to the improvement of their academic performance.
One fundamental interaction pre-requisite is the acquisition of target language vocabulary. Sim and Pop (2014)
focus on the effects of social media, notably Facebook, in developing students’ English vocabulary. Besides, social
media were shown to be effective in developing the areas of language production, as proposed by Chartrand
(2012). Chartrand argues, following Swain (2007), that production is an integral part of language learning.
Chartrand claims that social media can assist students in learning the language through the use of podcasts and
videos. In the same vein, Woo et al. (2007) maintain that multimedia materials can enhance students’ motivation to
learn the language. Kamnoetsin (2014) found that the Facebook platform assisted students in developing their
grammar, vocabulary, and
writing, as it helped them share information and acquire new knowledge. Hence, the platform proved to be useful
in updating students about modifications regarding their courses, as an online information center. Facebook,
therefore, was shown by the above studies to be a useful tool for enhancing language skills such as writing and
reading. In writing, users may gain experience through composing various messages, and in reading they have the
chance to
read a variety of new messages. Thus, they have the opportunity to learn new words in authentic contexts.
Moreover, social media platforms have created new language forms, such as hashtagging, that have become part of
the informal language of freshmen students. Researchers argue that social media has created a new language
register with specific characteristics, and this has contributed to the evolution of language among English-speaking
freshmen students.
However, while social media offers a platform for English students to interact, share, and collaborate, it can also
have adverse effects on their language development. For instance, researchers indicate that social media creates an
environment where students are more likely to use shortcuts such as "lmao" instead of "laughing my ass off,"
which can affect their formal writing skills.
In conclusion, the state-of-the-art knowledge about social media's influence on informal language among English-
speaking freshmen students of SLMCS is still evolving. However, research indicates that social media has
significantly impacted informal language patterns, grammar constructions, and new language forms among
freshmen English students. Nonetheless, further research is needed to investigate the effects of this influence on
their formal writing skills.

Gap Bridged by the Study

The study about social media influence in informal languages spoken by freshmen based English students of
SLMCS serves to bridge the gap between the use of language in social media and formal language in academic
settings. With the increasing use of social media platforms, there is a growing concern about the language used on
these platforms and its impact on language skills and abilities. This study aims to explore the relationship between
social media usage and its influence on informal language use among English language learners.

The study also seeks to identify the impact of social media on language learning and the effectiveness of formal
language instruction in addressing the challenges of informal language use. By providing insights into the factors
that influence language use and learning among English language students, the study contributes to the
development of effective language teaching strategies that bridge the gap between informal and formal language
use.

Overall, the study provides a meaningful contribution to the understanding of the role of social media in language
learning and the influence of informal language use on academic language skills. The research findings can inform
language teachers, policymakers, and other stakeholders in developing effective language learning and teaching
strategies that address the challenges posed by social media use and informal language.
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

The research design and methodology for the study are presented in this chapter. It also covered the
procedures for the sample, instrument, data collecting, and data analysis.

Research Design
This study used the descriptive method of research. It is employed to denote the qualities of a group of people or
phenomenon under study. It does not address the how, when, or why characteristic events happened. Instead, it
answers the "what" question, describing the traits that most descriptions of the circumstance or population use a
category framework, often known as descriptive classifications.
This upsurge of social media use and the opportunities it has come to offer have urged us to embark on a study that
would disclose the effects of social media use on SLMCS freshmen Based English students English language
achievement and their usage of informal languages. More specifically, the research concerns a population of
English majors at the SLMCS, a modern and ambitious school in the heart of Sorsogon, which has sought to
develop its students’ competences especially in the area of English language. The area which the present research
deems fundamental for students studying English is the acquisition of specialized vocabulary and terms necessary
in their field and crucial for their taken subjects and curriculum.
The present research, therefore, will focus mainly on the effects of using social media on those students’
achievement in the area of English vocabulary acquisition. To verify the effects that social media might have on
learning, this study used a self-made questionnaire to collect data that was based on informal interviews and
readings about topics pertinent to the topic at hand. Through a dry-run, the questionnaire's content was verified.
The respondents were then given the final copy of the survey questionnaire. 100% of the data were recovered. A
conclusion was reached after totaling, tabulating, analyzing, and presenting the results.

The Sample
In order to collect data for this study, population sampling was used. The results of the survey-questionnaire served
as the main source of the data. The study population included the freshmen HED students taking up Bachelor of
Secondary Education Major in English only. The total number of respondents is twenty three (23).

The Respondents
RESPONDENTS NO. OF RESPONDENTS PERCENTAGE
1ST Year BSED ENGLISH 23 98%
The Instrument
An unstructured interview was used in addition to a survey-questionnaire as the primary data collection instrument.
It was written in English because of the respondents' educational backgrounds, as well as how it was expressed and
conveyed. There are four (4) the profile of respondents; how frequently they use social media during class and how
it affects their use of formal language; how teachers react to this use; and the suggested subsequent actions.
The researchers created and self-formulated the questionnaire's questions. People in positions of power who were
knowledgeable about the problem were consulted. In addition, ten (10) HED students from various programs
replied to a dry-run and provided their remarks.

Questions anchored in our SOP:

a) How often do you check social media during class?
b) How many hours do you spend on social media every day, on average?
c) Do you think social media has affected your attention span negatively?
d) Do you prefer to communicate with your friends through social media or in person?
e) How does social media affect your communication skills?
f) In your opinion, what are the negative effects of social media on society?
g) Does social media affect your productivity or ability to focus on tasks?
h) How has social media affected the way you perceive yourself and others?
i) Do you think that social media can affect your future career opportunities?
j) How does social media improve an individual's capacity to speak English fluently?

Data Collection Procedure

 Collect the data: Collect completed surveys and ensure anonymity of respondents.
 Use statistical analysis tools: Analyze the collected data using statistical analysis tools such as SPSS or
Excel to identify trends and patterns.
 Interpret the results: Interpret the results of the analysis and write a report outlining the findings.
 Draw conclusions: Use the conclusions derived from the study as a basis for future research in the area of
social media influence and informal language.
The questionnaire was manually filled out once authorization was obtained. 100% of the data were recovered, and
the outcome was then totaled, processed, analyzed, and presented. Quantitative statistical indicators like frequency,
percentile, and weighted mean were employed to clearly discuss the narrative and qualitative presentation.

Data Analysis Procedure

Following tabulation, the researchers carefully evaluated and analyzed the collected data. Statistical tools were
employed to support and validate the presentation of the data. Frequency and percentage were utilized to analyze
the respondent profile, the reasons people use social media during class time or on school premises, and how
teachers felt about how social media use affected their students' performance and use of informal language. The
frequency (or absolute frequency) of an event in statistics is the number of times the event has occurred.
Below is the formula to get the percentage.
%= f x 100
R

Where: % = percent
f= frequency
R = number of respondents