Social Media Language

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
SCIENCE AND TECHNOLOGY
EDUCATION CENTER
SENIOR HIGH SCHOOL
Basak, Lapu-Lapu City
SML: An Analysis of Social Media Language in the

Classroom Discourse of Grade 11 HUMSS
Students of STEC-SHS
Researchers
Agero, Jaynen O.
Dacumos, Trisha Nicole B.
Japitana, Franzia Pauline C.
Segovia, Mitch Xylah Glaise M.
Sullano, Francine Dominique D.
Agustin, Jan Richard B.
Research Adviser
Dominic G. Quilantang
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TABLE OF CONTENTS
Cover Page…………………………….………………………………..………………i
Table of Contents……………………….……………………………….…………….ii
CHAPTER 1 THE PROBLEM AND ITS SCOPE

Rationale………………………………………………..………………..………1
Background of the Study…………………….…………………………………3
Statement of the Problem………………………………….…………………..6
Assumption.………………………………………………………………………7
Scope and Limitations..……………………..………………………………….7
Significance of the Study……………………..…………………………..……8
Definition of Terms………………………………………..…………………...10
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Studies……………………………………………………13
Review of Related Literature…………………………………………………21
CHAPTER 3 RESEARCH METHODOLOGY
Research Design………………………………………………………………32
Research Environment………………………………………………………..33
Selection Criteria………………………………………………………………33
Research Instruments…………………………………………………………34
Data Gathering Procedure……………………………………………………34
Data Analysis…………………………………………………………………..35
Ethical Considerations………………………………………………………...37
References……………………………………………………………………………...
Appendices……………………………………………………………………………..
ⅰⅰ
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1
CHAPTER I
THE PROBLEM AND ITS SCOPE
Rationale
Language is fundamental to human communication (Espiritu, 2023). In
education, especially in linguistically diverse places like the Philippines, the
choice of language for instruction holds cultural, social, and cognitive
significance. The relevance of studying language is paramount for students in the
Humanities and Social Sciences (HUMSS) field, language is an essential
element of culture, providing HUMSS students with invaluable insights into the
histories and identities of diverse societies. Moreover, this cultural understanding
of Social media language is essential for analyzing the nuanced aspects of
human behavior and societal dynamics, a core component of many HUMSS
disciplines. Language proficiency is particularly crucial for interdisciplinary
research, which often spans subjects such as literature, sociology, and political
science, requiring students and other people in the academe to analyze texts,
construct persuasive arguments, and produce well-informed analyses across
diverse disciplines.
Beyond academia, language skills foster critical thinking, enabling people
to deconstruct texts, evaluate arguments, and identify biases, which is
fundamental for their academic endeavors. Media and information literacy are
essential in the digital age, and language proficiency aids students in navigating
vast information sources and critically assessing their reliability, pushing them to
societal discourse, and cultural exchange, empowering HUMSS students to

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participate in societal debates and advocate for social progress. (Voda et Al
2022) states that "communication, critical thinking, problem-solving, and technical
digital skills are more present in the case of students enrolled in social sciences,
while other digital skills (i.e., creativity and information) are more prevalent in the
case of humanities students." Finally, language skills open doors to diverse
career opportunities in fields such as teaching, translation, journalism, public
relations, and international relations.
Moreover, with the Philippines earning its reputation as the global
epicenter of social media usage (Statistica Research Department 2022), social
media has significantly shaped language use beyond digital platforms, indicating
a profound transformation in how people communicate. This shift extends to real-
world implications, especially in education, where students introduce social
media language in classrooms, affecting their engagement with coursework and
collaboration. Investigating the extent of social media language's influence on
students is highly significant for various reasons.
This study offers insights into how technology and language shape
educational experiences, reflecting broader societal changes and cultural shifts
(Johnson, 2017). Moreover, this research has practical implications for educators
and aligns with the cognitive and linguistic development of high-school students.
High school is a critical stage in cognitive development (Linda, 2019), and
students in this age group are particularly sensitive to linguistic influences (Carol
Ann, 2003). Understanding the evolving language in digital discourse can have
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far-reaching implications for the field of education. As our world becomes
increasingly interconnected through digital communication platforms, educators
face the challenge of engaging and effectively communicating with students who
are steeped in the language and culture of the online realm. By gaining insights
into the unique linguistic patterns, vocabulary, and communication styles that
emerge in digital discourse, educators can tailor their teaching methods to
resonate more deeply with the digital generation.
Moreover, the significance of this study extends beyond the classroom. It
holds the potential to make substantial contributions to the disciplines of
Humanities and Social Sciences. As researchers prepare for degree programs in
fields such as Communication Arts, Psychology, Linguistics, Anthropology, and
Sociology, the study provides a rich source of data and analysis. It offers
valuable insights into the ways in which digital discourse shapes culture, identity,
and social interactions, making it a relevant and fruitful avenue of exploration for
students and scholars alike. Additionally, this research underscores the
importance of interdisciplinary collaboration, as it bridges the realms of
technology, language, and human behavior, offering a holistic perspective that
enriches our understanding of the contemporary digital landscape.

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Background of the Study
Social media is rapidly emerging in the present as the bedrock of the
current form of communication. As relevant to the language being used in diverse
circumstances and interactions, its potential effects are mostly unpredictable,
both in online and offline settings. Thus, the students predominantly utilize social
media language during the teacher-learner interaction in their respective
classrooms.
In this particular context, this study assumes that students utilize diverse
social media languages within various contexts, which creates clarity and
effectiveness in teacher-learner interactions. Additionally, the researchers also
foresee that there will be emerging observable patterns and functions identified
during the actual class interaction.
According to Statista (2023), there are 4.9 billion social media users
worldwide who use six to seven media platforms on a monthly basis, with
Facebook being the most widely utilized. The introduction of the internet created
the path for it to become more usable and accessible. As a result, peculiar
patterns of interaction and behavior have been noticed throughout time.
The social media language that people use in various contexts is an
aftermath of social media. It is an essential tool to establish socio-cultural identity
at the level of discourse in which you are engaging. Generally speaking, this sort
of language is a preferred method of communication among people due to its
diversity and simplicity.

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This research is anchored on the assumption that Grade 11 HUMSS students

utilize various social media languages in the context of teacher-learner
interactions, which is partially accepted as a means of clarifying or deepening
the class discussion.
1. What are the Social Media
Languages used?
2. How are these Social Media
Languages used in context?
3. Based on the Social Media
Languages used what are the
observable patterns?
4. What are the functions of these
Social Media Languages?
OUTPUT
Produce a glossary of the Social Media Languages (SML) utilized by the Grade
11 HUMSS students.
Figure 1. Conceptual Framework
To fully understand, this study integrates various theories that dissect
these key terms: social media language, social interaction, and communication.
These selected theories will be applied to redefine the objective and the research
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problem and help in constructing the framework of the data analysis and
interpretation.
Furthermore, this study includes the theories of communication
accommodation theory, social learning theory, and zone of proximal
development. These theories provide support for the perceived argument of the
study and serve as the basis for analyzing the data acquired.
The Communication Accommodation Theory (CAT) by Howard Giles in
1971 focuses on how people modify their language, speech, and behavior to
reduce social differences, increase rapport, and correspond with the audience of
the conversation. This theory has two types, namely: (1) divergence and (2)
convergence. It will be used to analyze how students modify their speech by
adopting social media jargon based on the actual class interaction.
Social Learning Theory (SLT) by Albert Bandura in 1960 emphasizes the
notion that people learn by observing others. It centers around the idea that
people tend to imitate the behavior, attitude, and emotion of the imitated
individual. This theory states that there are four stages of observational learning,
namely: (1) attention, (2) retention, (3) reproduction, and (4) motivation. It may be
used to comprehend how pupils learn social media language and communicate
with others by imitating what they hear and perceive.
The Zone of Proximal Development (ZPD) theory by Lev Vygotskky in
1930 explains how individuals learn from those with more knowledge and skills. It
suggests that understanding can be achieved through sharing insights and

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language exchange. The person who is more knowledgeable is called a More
Knowledgeable Other (MKO). The theory identifies three levels of learning: self-
perceived knowledge, knowledge with help, and unaided knowledge. Effective
learning occurs when students ask knowledgeable teachers or classmates about
social interaction and collaboration.
The incorporation of social media gives birth to social media languages
such as informal language, brevity, and slang. With the emergence of this foreign
trend, various dilemmas tend to arise as social media and language are
combined in the real world. Despite all this, there could be emerging observable
patterns and manifest and latent functions of social media language in a
classroom context.
It is crucial to understand that as a generation progresses, the language
likewise evolves. There would be numerous factors, both internal and external, to
expound social media language in various contexts. This is perceived as a broad
topic; however, the researchers endeavor to meticulously point out these key
concepts: (1) social media language; (2) usage in various contexts, including
classroom settings; (3) observable patterns; and (4) functions, aiming to reveal
how social media language intersects with teacher-learner interaction.
This study also incorporates the data analysis tool called Discourse
Analysis from Michel Foucault and Norman Fairclough (1970), which gives us the
distinction between both perspectives as to how language functions in a society.
According to Foucault's perspective, there is an interplay between both actors

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and the context of discourse, which is diverse as it shapes social reality and
influences human behavior. Meanwhile, Fairclough argues that there is an
underlying relationship between language and communication that connects to
social and cultural issues; therefore, having a three-dimensional model for this
discourse analysis includes (1) text; (2) discourse practice; and (3) sociocultural
practice. Generally speaking, the overview for discourse analysis lies between
the subjective meaning and function of social media language in our everyday
discourse, specifically in learner-teacher interactions.
Thus, this study belongs to a particular field, which is literature as a
specialization in the HUMSS strand. Through this, the essence of various
languages would be emphasized as adapted by citizens in their daily discourse,
which lags behind one’s communication skills and socio-cultural identity.

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Statement of the Problem
The main objective of this study is to describe how social media language
is being integrated into teacher-learner interactions within Grade 11 HUMSS
Weber, STEC Senior High School.
Specifically, this study seeks to answer the following questions:
1. What are the social media languages used?
2. How are these social media languages used in context?
3. Based on the social media language used, what are the observable
patterns?
4. What are the functions of these social media languages?
Assumption
This research is anchored on the assumption that Grade 11 HUMSS
students utilize various social media languages in the context of teacher-learner
interactions, which is partially accepted as a means of clarifying or deepening the
class discussion.
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Scope and Limitation
This study aims to provide a contextual description of how social media
language (SML) is integrated into teacher-learner interactions within Grade 11
HUMSS students at STEC Senior High School, Basak Lapu-Lapu City.
Employing a qualitative approach to ethnographic research design in the
field of communication, this study will specifically focus on one (1) class session
of Grade 11 HUMSS Weber students to examine how social media language
(SML) is integrated during teacher-learner interactions within the context of class
discussions, and discourse analysis will be employed to observe distinct patterns
in the use of social media languages and its functions. The researchers will
provide a formal letter of intent for permission to utilize the Senior High School
Bio Resource room to exclusively document interactions during class discussions
between teachers and students for only a half day, focusing on the usage of SML
in these settings while excluding casual conversations during non-academic
periods, such as recess or similar informal settings.
Significance of the Study
This research undertakes an examination of social media language within
the context of classroom interactions between Grade 11 HUMSS students and
their educators. This study holds significant implications for various academic
disciplines. Firstly, Linguists can delve into linguistic trends in digital

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communication, enhancing the comprehension of language dynamics in the
social media era. Anthropologists, by exploring online language choices,
contribute to understanding contemporary youth culture and its ties to
technology. Moreover, Journalists, upon understanding social media language
trends, can connect better with younger audiences and influence public
discourse. Sociologists, examining linguistic shifts, can gain insights into how
language reflects and influences social dynamics, cultural expressions, and
identity formation, contributing to sociological theories on language,
communication, and technology's impact on social interactions. This study is also
a valuable resource for Communication Arts students, offering insights into the
nuances of social media language among Grade 11 HUMSS students and aiding
in the development of effective communication strategies. Educators may also
benefit by tailoring instructional approaches to align with students' linguistic
preferences and incorporating digital literacy and communication skills into the
curriculum. For Future researchers, the findings serve as a foundation to
explore language trends, code-switching, and other aspects across different
student populations, contributing to the understanding of social media language's
impact on communication and language development.
Definition of Terms
For a better understanding of the study, the following words and terms are
defined based on:

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Context pertains to the encompassing circumstances, environment, or situation
in which the use of Social Media Language (SML) SML occurs.
Functions encompass the various roles or objectives that Social Media
Language (SML) serves in teacher-learner interaction.
Learner-teacher interaction refers to the exchanges between teachers
and students in the classroom setting encompassing verbal
communication and feedback.
Patterns refer to how the Social Media Language (SML) is identified in
various parts of speech, such as its use as an adjective, verb, noun,
adverb, the object of a preposition, etc.
Social Media Language (SML) is a variation of informal languages or slang
terms used in social media and integrated into learner-teacher interactions
during classroom discussion

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter explores the review of related literature and studies that are
heavily related to the context of the study. It comprises a comprehensive
discussion of the subject matter and variables of the study.
Review of Related Studies
The prevalence of social media in the multilinguistic universe equates to
an increased quality of socialization among every individual. According to the
statistics conducted by DataReportal (2023), 72.5 percent of people are counted
as social media users. 81% of the Filipino youth in Generation Z use social
networks such as Facebook, Instagram, X, and numerous platforms in the total
demographic.
Every conversation is rooted in various contexts, utilizing modern
contemporary forms of vocabulary learned from online platforms. With this, the
usage of informal language contributes to the effectiveness of the flow of
communication without any impending barrier in classroom interactions among
students and teachers. This hereby proves that the internet paved the way for the
rise of social media language; however, it could be used in various types of
discourse and contexts.
With the rise of globalization in the 19th century, there emerged a sudden
shift around the globe—the birth of social media, where the booming of online
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interactivity and user participation was being spotted (Seargeant and Tagg
2023). In the realm of every online platform, it reaches the height of greater user
participation and interactivity to elicit content and information based on the
various contexts of the user. This space is dynamic and shapes individual
perception, action, and language used in everyday discourse (Pew Internet and
American Life Project 2012).
A term used to represent a collection of terms that evolved from social
media is called "social media language." It implies that young people are learning
this new system of language as a result of their alleged absorption in the digital
world. It is labeled “informal” as it encompasses a wide range of words learned
online, with an accompanying diminution for many learners and teachers during
classroom discussions (Godwin-Jones 2019). The application of such cognitive
skills and social tools could provide learner autonomy where their manifestation
combines with the interdependence between the social media platforms and the
social context of the user itself (Benson 2006).
In the study conducted by Diovchin (2015), online language practices
should be understood as ‘translingual’ not only due to their varied recombination
of linguistic and cultural resources, genres, modes, styles, and repertories but
also due to their direct subtextual connections with wider socio-cultural, historical,
and ideological meanings. While Hermione (2005) asserts that social media
jargon is not inaccurate, it is rather a reflection of people's evolving wants and
preferences. It is subjective to its user if it is used in an appropriate function and
context.
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Each generation has its own usage of social media language. In
Generation Z, this language is considered an emotion-rich language; therefore,
applications will need to address various sentiment-related expressions. The
creation of this new form of language in everyday discourse comes from the
advent of social media, such as slang, abbreviations, slang, and neologisms.
Although social media is sometimes referred to as a single entity, it really
refers to a variety of platforms, including Facebook, Instagram, Twitter, LinkedIn,
and others. Each site has its own social norms and, as a result, uses terminology
differently. While Instagram is now highly popular with extended, narrative
captions, Twitter is recognized for its short and snappy posts. As a result, it
would also be used in casual conversations.
The fact that modern media is dynamic is one of the reasons behind this,
yet this in itself certainly presents difficulties. It can be challenging to stay current
with social media trends across several platforms. Language adapts to the digital
environment and the social contexts of various audiences. The actors in
communication can greatly benefit from realizing how crucial it is to understand
language trends on social media (Pebworth, 2019).
Kate Wilson (2014) posited that the utilization of Social Media significantly
influences linguistic platforms, thereby profoundly impacting communication
modalities. This impact is discernible in the assimilation of novel vocabulary, as
words favored by individuals tend to permeate language and become integral
components thereof. This linguistic evolution is emblematic of modernization,

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embodying qualities of affability, shared experience, and interpersonal
connection. Consequently, our language is subject to continual alteration and
regeneration, underscoring the dynamic nature of contemporary linguistic
expressions.
In a related study, Fan (2013) corroborates this insight by asserting that
informal speech patterns frequently accommodate the inclusion of slang, jargon,
and abbreviations which manifest as single words, phrases, or sentences. It is
characterized by its high informality, and finds prevalence in discourse,
constituting a linguistic domain situated beyond the confines of conventional or
standardized usage. This linguistic phenomenon is not only recently coined
expressions but also reinterpretations of established terms. The increasing
prevalence of social media language accentuates its burgeoning impact on daily
discourse, signifying a transformative influence on communication styles. This
underscores the intersection of informal language, particularly emanating from
social media platforms, with conventional communication norms, portraying a
dynamic shift in linguistic practices that warrants comprehensive exploration,
especially within classroom discussion.
Inside the classroom, the study conducted by Slim & Hafedh (2019), has
implications for educators dealing with students. Educators can better interact
with their students, relate to their experiences, and spot potential
misconceptions or miscommunications caused by social media language by
understanding the slang and jargon they use on social media. Moreover, the
study conducted by Cabrera (2018), reveals that social media's influence goes
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beyond the realm of individual language learners, significantly shaping the
dynamics of classroom discussions. It highlights the vocabularies existing on
social media platforms, positing them as valuable mediums for educators. The
study underscores the pervasive presence of these platforms in the lives of
language novices, and the integration of social media language into language
teaching methodologies. This integration, proposed for both formal classroom
settings and informal learning environments, signifies a strategic recognition of
social media's impact on language education practices. It emphasizes not only
the acknowledgment of the language patterns found on social media but also the
intentional incorporation of these linguistic elements into the fabric of teacher-
student interactions, enhancing the overall language-learning experience.
Another study conducted by Jeresano and Carretero (2022) sheds light on
the widespread use of social media language among Filipino students, exhibiting
various morphological processes such as initialism, initialism in a single word,
spelling distortion, compounding, compounding of two different languages, fancy
formation or new creation, suffixation, connotation, lighter connotation, multiple
process, euphemism, reversed form, clipping, and lexical borrowing. The findings
reveal that the students use the language to communicate; they are more
engaged in conversation if they are using it, and it helps them confidently speak
the language. Social media platforms have significantly influenced how language
is used, and these adaptations are a reflection of the evolving nature of
communication in the digital age.

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The reference to the study of Grandez et al. (2023) adds depth to the
discussion by classifying word formation processes based on George Yule’s list
of techniques. This list of techniques includes coinage, borrowing,
compounding, blending, clipping, acronyms, affixation, backformation,
conversion, and multiple processes. In addition, the data revealed additional
word formation processes, such as contraction, reduplication, and spelling
change. The research gives valuable information about the use of social media
language in online communication. The findings will aid the researchers in
grasping this generation's linguistic innovation and cultural manifestations.
The combination of insights from Jeresano and Carretero's study on social
media language use among Filipino students and the classification of word
formation processes from the research of Grandez et al. offers a multifaceted
understanding of how young people in the Philippines are actively involved in and
influencing the digital culture and language through their social media
communication.
While social media language offers certain advantages to our modern
communication landscape and even in the education setting, including brevity,
immediacy, and a sense of connectivity, it also carries inherent drawbacks in
cultural influence. Saludez and Yap’s study (2022), focuses on the awareness of
students in the Philippines, particularly concerning the use of two types of
language: formal or codified Philippine English and the informal, social media
language associated with the millennial generation, it was revealed that many
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words in Philippine English don't have clear, distinct origins, and most of them
have undergone functional shifts along with native morphophonemic changes.
Similarly, when it comes to social media language, only a few words have
identifiable historical origins, and most of them have experienced functional shifts
in terms of morphophonemic changes. According to Saludez and Yap’s study,
there exists a discrepancy among the respondents in terms of their pragmatic
awareness of language items. Students recognize the words but may struggle to
provide an immediate and precise definition of their meanings. This has the
potential to influence communication negatively since clear and precise language
usage is vital for expressing thoughts and preventing misinterpretations.
Additionally, it highlights the significance of grasping not just the words
themselves but also their usage in particular social and cultural settings, which is
essential for enhancing communication that is both effective and nuanced.
Additionally, in Jeresano and Carretero’s study (2022), it was also stated
that the use of social media language among students may have boosted their
confidence in spoken language, but it doesn't guarantee improvements in
language fluency, communication skills, or vocabulary. Social media language
doesn't create barriers among students but hinders successful communication
between students and teachers and between students and older generations.
Students typically share a common understanding of the language they use,
which acts as a sort of informal code within their peer group. However, teachers
and older generations may not be familiar with these, leading to a lack of mutual
understanding during teacher-learner interactions. While students use social

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media language in informal contexts, teachers believe it negatively impacts their
skills in school-related tasks. Teachers are more accepting of using social media
language when communicating with peers who understand it but disagree with its
use in formal school-related activities.
Review of Related Literature
The integration of Social Media Language (SML) into various aspects of
contemporary communication has significantly influenced linguistic patterns and
norms. In recent years, the phenomenon of Social Media Language has gained
prominence, especially among Generation Z students, who are the most
immersed in social platforms. As stated by Seymour (2019), Generation Z is the
first genuinely digital generation to have grown up with technology and cell
phones and therefore like using social media for communication and other
purposes.
Social media language (SML), which can be categorized as an online
variation of slang terms, encompasses words commonly utilized on the internet
and social media platforms. This language area includes a wide variety of
expressions, including jargon, abbreviations, and innovative word formations. This
form of language is widespread in online settings, where new terms continually
emerge, such as popular expressions like “slay,” “sanaol,” and “starbs.” According
to Dai and He (2010), slang is a unique speech variety that includes distinctive
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speech patterns used by individuals or groups and contributes to linguistic
variation. This significance lies in the fact that social media language is mostly
used by the younger generations as they have the ability to decode what these
messages mean. Additionally, the extensive use of the internet and social media
platforms gives rise to internet slang, fueling the evolution of linguistic expression.
In our modern world, social media has become an integral and prevalent
part of daily life. Its significance lies in its ability to facilitate connections among
people and provide a secure space for the exchange of ideas, thoughts, and
opinions. It serves as a virtual meeting place where individuals can engage in
meaningful discussions, share their perspectives, and build communities. Beyond
personal interactions, social media has evolved into a powerful tool for
businesses, organizations, and social causes to reach a broader audience and
create meaningful impacts. Furthermore, it serves as a dynamic platform for
staying updated on current events and trends, allowing users to access real-time
information and diverse perspectives from around the globe. In essence, social
media has transformed the way we connect, communicate, and engage with the
world most especially in the classroom setting.
In the immersion of multilingual culture, code-switching is a helpful
approach to keep the discourse flowing, as stated by Fachriyah (2017), which
includes code-switching's functions in classroom instruction. Code-switching is
defined as "the juxtaposition within the same speech exchange of passages of
speech belonging to two different grammatical systems or subsystems.” To be
more comprehensive, the term "code-switching" can describe a range of

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language (or dialect) alternation and blending phenomena, whether within the
same conversation, the same turn, or the same sentence utterance.
It implies that employing code-switching techniques is effective as the
speaker is able to transcend to the listener, disregarding nationality or language
literacy. Also, this technique encompasses a large variety of functions, such as
(1) the function for clarification, (2) the function of reiteration or repetition, (3) the
function of explanation, (4) the function for asking, (5) the function for translating,
(6) the function for checking understanding, (7) the function for emphasizing
some language elements, (8) the function for inferences, (9) the function for
developing vocabularies, (10) the function to discuss a student’s task, (11) the
function to give feedback, (12) the function to memorize, (13) the function to
manage class, and (14) the function for entertainment (Fachriyah 2017). There
could be a lot of strategies to converse with someone effectively; however, what
is significant is the message being relayed as a trademark that it was understood
by both ends in various contexts.
The nature of Social Media Language (SML) also extends beyond its
existence as it fundamentally shapes language trends among students in the
digital age. Most notably among students, social media has contributed to shifts in
language trends, giving rise to unique slang, abbreviations, and acronyms. In
social media communication, language undergoes a natural evolution as much as
technology does, inevitably leading to the emergence of trends. These trends not
only reshape linguistic elements but also introduce entirely new vocabulary.
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In the case of introducing new vocabulary, the internet—particularly social
media—has given life to a number of new words and phrases like “unfriend,”
“emoji,” and “selfie.” Whereas just a few years ago, these terms were only virtually
known, now they have made their way into our daily conversations, thanks to their
prevalence on social media platforms. Some of these expressions have even
earned their place in the Oxford Dictionary, like “YOLO” (You Only Live Once). A
wide range of social media-specific acronyms have also emerged alongside these
words, from the universally recognized “LOL” (Laughing Out Loud), to “DM”
(Direct Message), and “TBT” (Throwback Thursday) (Hermione 2021).
Similarly, the widespread use of social media has spurred a linguistic trend
in the Philippines known as “Jejemon,” a cultural phenomenon that involves
language alteration, particularly in internet and texting slang. An article by The
Freeman (2016) describes this slang as similar to “swardspeak” or “gay” lingo,
which has gradually gained acceptance among the general population. Examples
of swardspeak include terms like “jowa,” signifying girlfriend or boyfriend, and
“shunga,” meaning foolish.
In an educational context, students are exposed to an extensive amount of
content through social media, which can lead to the absorption of some aspects of
its culture, including Social Media Language. Due to the exposure to Social Media
Language, this has prompted students to adapt to a language that is more attuned
to their generation, resulting in a linguistic shift. This change is not only observed
in face-to-face situations but also in online settings. In a physical setting,
academic writing is one of the factors being affected due to the rise of the social
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media language. While social media can assist students in their academic writing,
it can also have a detrimental effect on the quality of their vocabulary. This
demonstrates that the pupils chose languages that were improper for formal
writing. Students must therefore be knowledgeable and accurate while using
academic writing terms (Matias 2023).
This trend extends to all different aspects of communication, especially
among students. Due to social media exposure and the prevalence of pop culture,
internet slang unique to Filipinos has emerged. It’s important to note that Filipino
slang existed before the influence of social media, but the internet has
accelerated its evolution. This is particularly relevant in an educational setting. As
emphasized by Monderin et al. (2021), social media platforms and pop culture
domains influence internet language, just as social media language shapes the
content on these platforms. Since social media language is the language of the
current generation of students, language educators, especially in the Philippines,
should be well-versed in its features. This knowledge can be utilized to enhance
the classroom experience for students, making it more engaging and relevant.
Consequently, it would be valuable to explore the influence of social
media in the realm of foreign language education, considering their increased
utilization in today's time (Pikhart and Botezat 2021). This notion leads us to look
for patterns in how students now communicate and interact in their classrooms or
during class discussions having been exposed to social media. Moreover, Social
networking sites have evolved as the primary mode of communication and a vital
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channel for sustaining social connections (Li and Croucher 2020). This, explains
the wide use of social media language among students.
In relation to this, the theory of Communication Accommodation, as
proposed by Howard Giles, focuses on how people adjust their language, speech,
and behavior to reduce social differences, enhance rapport, and align with the
audience in a conversation. This theory encompasses two primary strategies: (1)
divergence and (2) convergence. Divergence refers to emphasizing one’s
differences from the other actor of communication. It could be portrayed through
verbal or non-verbal means such as using a distinct dialect, posture, body
language, body contact, tone, or expression. It is usually motivated by the desire
to increase social distance, assert one’s identity, or resist influence.
In contrast, convergence involves adapting communication to seek
similarity, while divergence emphasizes differences. In the context of this study, it
will be employed to analyze how students adapt their speech by incorporating
social media jargon during actual classroom interactions.
Several previous studies have delved into Communication Accommodation
Theory, exploring how teachers adapt their language and discourse in various
educational contexts. For instance, Manju (2015) investigated the effectiveness of
Communication Accommodation in English teaching, revealing that teachers
employ both convergence and divergence strategies to facilitate effective
interaction and maintain positive social identification. Similarly, Yi-Rung and Wenli
(2015) examined accommodation strategies used by teachers in EFL classrooms,
finding that these strategies are influenced by factors such as the difficulty level of
26
input materials, student feedback, and the language proficiency of both teachers
and students. These studies can provide insights into the integration of social
media language (SML) into teacher-learner interactions within the Grade 11
HUMSS classroom, highlighting the potential application of Communication
Accommodation Theory to analyze how students adapt their speech and behavior
by incorporating social media language during classroom discussions.
Additionally, the theory of the Zone of Proximal Development (ZPD),
introduced by Lev Vygotsky in 1930, elucidates the process of individuals learning
from those possessing more knowledge and skills. This theory posits that
understanding is attainable through the exchange of insights and language. In this
context, the individual with superior knowledge is referred to as the “More
Knowledgeable Other” (MKO). The theory distinguishes three learning levels: self-
perceived scaffolding, knowledge with help, and unaided knowledge.
The first limit of this theory is self-perceived knowledge, which simply
means what a person can do on their own without being dependent on any help.
This makes the student able to fully absorb the discussion or information
provided by the teacher.
In a classroom setting, effective learning occurs when students ask
knowledgeable teachers or classmates about social interaction and collaboration.
This falls under their second learning level, which pertains to the ability of a
person when aided by the prior guidance and support of someone else, such as
a student, teacher, or peer. This centers mainly on the idea that learning is
27
effective when one teaches the other, who has gained more knowledge from the
discussion. The use of social media language, or informal language as per se, it
eases the free flow of words compared to the formal setting of actual discussion
done by their teacher.
And lastly, unaided knowledge, which is the opposite of the first learning
level. At this point, the student executes effective learning due to the compatibility
of the teacher and student due to certain factors, such as the eloquent use of
words, body language, and poise. It may also imply that the teacher has
addressed the students' gaps as well as weak points.
Generally speaking, at its core, the Zone of Proximal Development is not
absolute because it changes depending on the learner’s progress and the task at
hand. With the usage of social media language in every class interaction, the
goal is to encourage students to step up from the lower learning level up to the
upper learning level through prodigy-appropriate scaffolding, or temporary
assistance provided to every student to encourage easy learning, and this may
commonly refer to classmates or non-professional individuals with the same level
of knowledge exerted.
Some studies, as mentioned by Markee (2015), have delved into the Zone
of Proximal Development (ZPD), namely: (a) a longitudinal study with university
students on feedback provided by an expert in learners’ ZPDs that found that
language development is a process that varies across learners, proficiency
levels, and concepts or skills to be learned; and (b) a study that examined peer
28
dialogue and scaffolding within students’ ZPDs as they collaborated to complete
a difficult task. The findings of these studies emphasize the adaptability of
language development across learners and resonate with the notion that Social
Media Language (SML), a distinctive language form, is embraced and adapted
differently by individuals, possibly influenced by their unique ZPDs.
According to Roelofse (2013), exposure to new literacies present in new
technologies has a tangible effect on how second or foreign language learners
view the outside world. Likewise, learners' literacy habits are undoubtedly
influenced by their level of contact with these social commodities. Not only does
new technology change how people live, but it also has an impact on how they
think. Students would therefore tend to use English slang words and
abbreviations the most.
Social Learning Theory by Albert Bandura emphasizes the notion that
people learn by observing others. It centers around the idea that people tend to
imitate the behavior, attitude, and emotion of the mirrored individual. This theory
states that there are four stages of observational learning, namely: (1) attention,
(2) retention, (3) reproduction, and (4) motivation. It may be used to comprehend
how pupils learn social media language and communicate with others by
imitating what they hear and perceive. In a deeper context, the speaker could be
able to (1) learn from others by paying attention to the model’s behavior and its
outcomes. It may be that they contain the same similarity, attractiveness, status,
and relevance to the learner. Through (2) remembering the pattern of the words
as being said by the speaker, This could stimulate memory and cognitive
29
processes such as encoding, rehearsal, and retrieval. (3) Reproducing the
model’s behavior through their actions or simply imitating what clearly resonates
as a whole. And lastly, to maintain the flow of the conversation, one must be
motivated to perform the behavior, such as the stimulus processes of expecting
rewards or punishments.
In line with this study, it is assumed that students incorporate social media
language (SML) into classroom discussions, illustrating their thoughts and ideas
clearly by reflecting the Social Learning Theory’s emphasis on observational
learning and modeling, which leads to the development of both positive and
negative behavior.
In terms of social implications, the relationship between social mobility,
migration, and language change is profound. According to Labov (2006), when
people move, whether within their own country or internationally, they bring their
languages and dialects with them. William Labov's study, "The Social
Stratification of English in New York City," provides a detailed examination of
language variation and change in the context of a diverse and dynamic urban
environment. While the primary focus is on New York City and its particular
sociolinguistic context, the themes and concepts are relevant to any setting
where migration and social mobility play significant roles in shaping linguistic
practices. By this, people would understand that languages are not static; they
evolve and change over time. By studying these changes and understanding
their social underpinnings, we can gain insight into both linguistic and social
history.
30
According to Johns (2022), with the rise of social media, people
necessitated the creation of new vocabulary and language constructs to facilitate
communication that aligned with the current digital age, which clearly
emphasizes the significant existence and application of these languages in our
daily lives. Most especially to the young ones, where thease words assist them in
learning and being motivated to achieve their goals with the same level of
difficulty that suits their interests and needs.
All things considered, the previous studies highlight the growing
importance of Social Media Language (SML) and its influence on communication,
particularly among younger generations. It highlights how social media language
impacts communication patterns and linguistic trends. However, despite the
abundance of studies on the effects of social media on language, there remains
a need to explore the integration of social media language within educational
settings despite its informal nature—specifically in classroom discussions. This
study aims to fill this gap by examining how the incorporation of social media
language can enhance the dynamics of teacher-learner interactions, benefiting
both students and educators.

31
CHAPTER 3
RESEARCH METHODOLOGY
This chapter introduces the methodology employed in the research,
including the research instrument, design, sampling participants, research
environment, data gathering procedure, and data analysis. Specifically, it
establishes a clear framework for accomplishing the research objectives by
explaining the methodology employed, ensuring the reliability and validity of the
findings, and addressing the research questions and objectives to result in
exemplary conduct of the study.
Research Design
This study will employ an ethnographic research design in communication,
which will involve a systematic and immersive examination of social interactions
within their natural context to understand and interpret the dynamics of
communication. In this study, ethnographic research will be employed to describe
the integration of Social Media Language (SML) within learner-teacher
interactions during class discussions among Grade 11 HUMSS students at STEC
Senior High School in Basak Lapu-Lapu City. Furthermore, through direct
observation as the primary research methodology, this exploratory research will
aim to identify and interpret the collected information, generating descriptive
qualitative data that will shed light on the incorporation of Social Media Language
(SML) among the students.

32
Research Environment
This research will be carried out at the Science and Technology Education
Center (STEC) situated in Barangay Basak within the municipality of Lapu-Lapu
City, located in the Central Visayas region of the Philippines. This study will
involve twenty-two (22) Grade 11 HUMSS students who are currently enrolled at
this institution. STEC is renowned for its dedication to upholding high
educational standards, with a focus on fostering media literacy among its
student body. By this, the students at this institution are well-acquainted with
high educational standards and are actively engaged in social media, indicating a
significant presence and engagement in the digital realm. Additionally, HUMSS
students often have strengths in critical thinking, communication, research, and
social sciences, which are highly relevant to the use of social media languages in
academic discourse.
Selection Criteria
This study will focus on describing contextually what Social Media
Language is, how they are used, and identifying the patterns, context, and
functions of the said language. In selecting the study’s respondents, the
researchers will utilize a purposive sampling technique employing a qualitative
approach. In selecting participants for the observation, the criteria to be
considered for selection are: (1) students currently studying at the Science and
Technology Education Center (STEC); (2) is a Grade 11 student of the HUMSS
strand; and (3) has an active current account on any social media platform.
33
Research Instruments
In this study, the research instrument that will be employed includes
crafting a letter of intent to book the Bio Resource room in accordance with the
observation and to seek permission from the adviser and teachers of the class to
ensure their awareness and approval for student participation in the study.
Moreover, field notes will be used and direct structured observation type will be
done by the researchers being complete observers wherein there is no need for
them to interact with the participants but merely to document them. Furthermore,
microphones and cameras are to be utilized in recording classroom discussions
that will be conducted by Grade 11 HUMSS students. This approach is chosen to
collect comprehensive data pertaining to the utilization of social media language
within the classroom setting. Furthermore, speech transcripts will be generated
from the recorded audio and video data, facilitating the conversion of spoken
content into written text. The transcription will aid the researchers in describing
how the students integrate Social Media Language (SML) during classroom
discussions, making the data collection and analysis valid.
Data Gathering Procedure
To achieve the study’s objectives, researchers will adopt a methodological
approach, consisting of the following steps: The researchers will initiate the data
gathering process by contacting the Grade 11 HUMSS students and obtaining
permission from the class adviser and the subject teachers to observe and
document the student classes in particular subjects in half a day. The

34
researchers will then prepare a parent’s consent form, which will be distributed to
the participants, informing the parents that the researchers will observe them
during class hours. Subsequently, the researchers will submit a formal letter of
intent to the school administrator asking for approval to initiate the observation.
This will then be followed by submitting another formal letter of intent requesting
access to the Senior High School Bio Resource room for documentation
purposes. Once approval is granted for room usage, the researchers will proceed
to set up video and audio recording equipment strategically within the room. This
equipment will capture instances of Social Media Language (SML) usage among
students during a single class session. After the documentation phase, the
recorded audio will be transcribed into textual format. The textual data will
undergo comprehensive analysis employing the method of discourse analysis to
identify patterns, usages, and interactions related to social media language within
the context of the classroom
Data Analysis
This study will employ a qualitative data analysis method called Discourse
Analysis by Michel Foucault and Norman Fairclough (1970). Discourse analysis
is a type of analysis pertaining to how this type of language is being used in a
particular social context. Michel Foucault's framework, is based on the theories of
power, influence, and subjectivity. It argues that discourse is a variety of
language that shapes social reality and influences human behavior. He examines
35
how discourses create and control subjects, who serve as actors and outcomes.
This approach helps us understand how language and behaviors shape our
perception of the world and how to challenge prevailing viewpoints.
On the other hand, Norman Fairclough’s framework for discourse analysis
is anchored on the theory of Critical Discourse Analysis (CDA), which aims to
examine how language and communication are related to social and cultural
issues. He proposes a three-dimensional model for analyzing discourse, which
consists of the following aspects: (1) text; (2) discourse practice; and (3)
sociocultural practice.
Text refers to the linguistic description of spoken or written language,
including vocabulary, grammar, structure, and analysis of the text's context and
style, including the speaker's tone, mood, and attitude. Discourse practice entails
examining the relationship between text and linguistic processes such as context,
genre, and intertextuality in the circulation of society, considering factors like
media, institutions, and networks that influence it. And lastly, there is
sociocultural practice. This text explores the connection between linguistic
processes and social and cultural practices, focusing on the power dynamics,
ideologies, and identities of speakers and audiences. Thus, Fairclough’s
framework is useful for studying how language and communication are
implicated in social and cultural problems and conflicts.
In general, discourse analysis focuses on the subjective underlying
meaning of social media language in spoken communication in the context of

36
teacher-learner interaction, taken from direct group observation and raw
transcripts. Under this type of analysis comes conversational analysis. This is
regarded as more specific as it inspects the meaning created in the face-to-face
interaction of the participants (Hassan 2023).
Furthermore, the application of discourse analysis in general undergoes a
certain process following nine (9) fundamental procedures. (1) Define the
research question; (2) Select the data; (3) Transcribe or collect the data; (4)
Review the data; (5) Develop a coding scheme; (6) Code the data; (7) Interpret
the data; (8) Analyze the findings; and (9) Identify the results. And finally, to
attain a more substantial and accurate undertaking in this analysis, the
researchers have imposed categories for the coding scheme. The following are:
(1) dialogue, (2) words, (3) definition, and (4) context. With the aforementioned
information, the researchers can ascertain a subjective and consistent analysis of
the data acquired from the transcripts.
Ethical Considerations
In the pursuit of upholding participant rights and the integrity of our
research, the researchers will incorporate a web of ethical considerations into the
study. The researchers will take the necessary steps to create the required
documents for study approval, such as the Transmittal letter and Informed
Consent form. Participants will be given a copy of the Informed Consent Form,
giving them the choice to willingly participate in the research data gathering to
37
ensure their comfort and consent throughout the process. Moreover, the
research will be conducted as a complete observational study, with no attempt to
influence the natural flow of the discussion. The researchers will diligently adhere
to principles of confidentiality and anonymity throughout the data collection and
presentation of findings, safeguarding the participants' personal information.
Additionally, the research process will prioritize privacy by solely collecting data
relevant to the research topic and excluding any extraneous information.
Participants will be assured that the data derived from their responses will be
used exclusively for the study's intended purpose and will not be used for any
secondary or unrelated purposes.

38
References
39
APPENDICES
40
Appendix A. Transmittal Letter
SCIENCE AND TECHNOLOGY EDUCATION CENTER (STEC)

SENIOR HIGH SCHOOL DEPARTMENT
TRANSMITTAL LETTER
________________________________________________________________
October, 2023
Mrs. Lizmarie S. Malubay

Principal I, STEC-SHS Department
Basak, Lapu-lapu City
DEAR MRS. MALUBAY:
Warmest Greetings!
The undersigned students of Science and Technology Education Center (STEC) - Senior High are currently
working on their Qualitative Research work at Science and Technology Education Center (STEC), Basak, Lapu-Lapu City
as a partial requirement for Inquiries, Investigation and Immersion (III). In compliance for the requirements of the course,
the undersigned students are now working on the research entitled,
“SML: An Analysis of Social Media Language in the Everyday Discourse of Grade 11 HUMSS Students
of STEC-SHS”
In this connection, the undersigned students intend to ask for your permission and approval to conduct their
study. Rest assured that the findings will be utilized for the benefit of the institution.
We look forward to your favorable response in this matter. Thank you and God Bless!
Respectfully yours,
JAYNEN O. AGERO JAN RICHARD B. AGUSTIN TRISHA NICOLE B. DACUMOS
FRANZIA PAULINE C. JAPITANA MITCH XYLAH GLAISE M. FRANCINE DOMINIQUE D.

SEGOVIA SULLANO
Content Noted By:
DR. DOMINIC G. QUILANTANG

Inquiries, Investigation, & Immersion (III) Adviser
Approved By:
MRS. LIZMARIE S. MALUBAY

School Principal
41
Appendix B. Letter of Intent

SCIENCE AND TECHNOLOGY EDUCATION CENTER
SENIOR HIGH SCHOOL
Letter of Intent
________________________________________________________________
October, 2023
Mrs. Lizmarie S. Malubay

Principal I, STEC-SHS Department
Basak, Lapu-lapu City
DEAR MRS. MALUBAY:
Warmest Greetings!
The undersigned students are currently finishing their Qualitative Research work at Science and Technology
Education Center (STEC), Basak, Lapu-Lapu City. In compliance for the requirements of the course, the undersigned
students are now working on the research entitled,
“SML: An Analysis of Social Media Language in the Everyday Discourse of Grade 11 HUMSS Students
of STEC-SHS”
With this considered, the undersigned students are asking for your permission and approval to utilize the Bio
Resource room in conducting an observation of the Grade 11 HUMSS Weber class from 8:00 to 11:45 AM. The purpose
of this visit is for the undersigned students to formally start the data gathering procedure.
Respectfully yours,
JAYNEN O. AGERO JAN RICHARD B. AGUSTIN TRISHA NICOLE B. DACUMOS
FRANZIA PAULINE C. JAPITANA MITCH XYLAH GLAISE M. FRANCINE DOMINIQUE D.

SEGOVIA SULLANO
Noted By:
DR. DOMINIC G. QUILANTANG

Inquiries, Investigation, & Immersion (III) Adviser
Approved By:
MRS. LIZMARIE S. MALUBAY

School Principal
42
Appendix C. Informed Consent Form

SENIOR HIGH SCHOOL
Informed Consent Form

________________________________________________________________
October, 2023
RESEARCH TITLE: SML: An Analysis of Social Media Language in the Classroom Discourse of Grade 11 HUMSS
Students of STEC-SHS
Introduction: You are invited to join a research study entitled SML: An Analysis of Social Media Language in the
Classroom Discourse of Grade 11 HUMSS Students of STEC-SHS, Take as much time as you need to discuss the study
with your family, friends, or anyone else you choose. Additionally, please take time to read this entire form and ask
questions before deciding whether to take part in this research study.
Purpose of the research: This study aims to offer a contextual description of how social media language (SML) is
integrated into teacher-learner interactions In Grade 11 HUMSS students at STEC Senior High School in Basak Lapu-
Lapu City. Additionally, this study also examines the utilization, context, patterns, and functions of social media language
being integrated into teacher-learner interactions within Grade 11 HUMSS Weber, STEC Senior High School.
What you will do in this research: If you decide to take part in the study, you will be observed by the researchers. The
participants will be asked to sign the informed consent form for confirmation. If granted permission, the researchers will
record/video the class discussions. This will allow the researchers to record the verbatim responses of each participant
and utilize the recordings for data analysis
Potential Risk and Benefits: The participants risk their privacy being invaded and their data being misinterpreted. The
participants also might have a change in behavior knowing that the observation is ongoing. In order to avoid trouble, the
participants must be ready and prepared for what's about to come. On the other hand, This study can be beneficial to the
different sectors related to communication due to the fact that the additional knowledge on studies related to social media
language.
Compensation: The respondents will be given free snacks and a certificate of participation after they answer the survey.
Confidentiality: The researchers will pursue the necessary procedures to maintain the confidentiality of your information,
and to protect it from unauthorized disclosure, tampering, or damage . Anonymity will be implemented throughout the data
collection and presentation of findings, safeguarding the participants' personal information. Additionally, participants will
be reassured that the data obtained from their responses would solely serve the purpose of the study, without any
secondary or unrelated utilization.
Participant Withdrawal: Participation in this study is entirely voluntary. You are not obligated to take part, and you are
free to leave at any time. If you decide not to participate, you will not be subject to any penalties or lose any benefits to
which you were previously entitled. We won't make you respond to any questions you don't want to..
Whom to contact: If you have inquiries or concerns, please contact: Jan Richard Agustin at 09469921922 or email Mitch
Xylah Glaise Segovia at segovia.mitchxylah@gmail.com
My agreement to take part in this study follows a thorough explanation of its nature and objectives. I am aware that there
are no repercussions if I choose to leave at any point.
Signature:_____________________ Date:__________________
Name: __________________________________________________
43
Appendix D. Parent Consent Form

SENIOR HIGH SCHOOL
Parent's Consent
________________________________________________________________
Instruction: Please complete the following, sign and return to:
Dr. Dominic G. Quilantang, Inquiries, Investigation, and Immersion Research Advier
Name of Student: Jaynen O. Agero Age: 17
Name of Parent/Guardian: Hajji D. Agero

Address:
Mobile: 0965 624 6498
Family Doctor: N/A Doctor's Tel No. N/A

Does your child suffer from any medical conditions/allergies that the teacher/ coach should be aware of (including any
current medication) N/A
Please provide details of medication that must be administered: N/A

Emergency contact details: (if different from above)
Name: Telephone No.

Relationship to child:
CONSENT (please read carefully)
I. I agree with my daughter/son taking part in the field work/Immersion in partial fulfillment of the Research
Course Work to develop the independent and critical skills of the students.
II. I confirm to the best of my knowledge that my daughter/son does not suffer from any medical condition other
than those listed above.
III. I fully support the research undertaking of my daughter/son through minimal financial cost and through my
attendance/presence if so desired.
IV. I consent to my daughter/son traveling by any form of public transportation, minibus or motor vehicle by land
or water in the course of gathering research data.
V. I understand that the teacher/school accept no responsibility for any untoward incident, damage, or injury
caused by or during attendance based on the attached schedules of the field work/gathering data.
Sign: ________________________ (Parent/Guardian)
Date: …………………………………..
44

SENIOR HIGH SCHOOL
Parent's Consent
________________________________________________________________
Name of Student: Jan Richard B. Agustin Age: 17
Name of Parent/Guardian:
Address:
Mobile:


Name: Telephone No.

IV. I consent to my daughter/son traveling by any form of public transportation, minibus or motor vehicle by
land or water in the course of gathering research data.
Date: …………………………………..
45

SENIOR HIGH SCHOOL
Parent's Consent
________________________________________________________________
Name of Student: Trisha Nicole B. Dacumos Age: 17
Address:
Mobile:


Name: Telephone No.

Date: …………………………………..
46

SENIOR HIGH SCHOOL
Parent's Consent
________________________________________________________________
Name of Student: Franzia Pauline C. Japitana Age: 17
Address:
Mobile:


Name: Telephone No.

Date: …………………………………..
47

SENIOR HIGH SCHOOL
Parent's Consent
________________________________________________________________
Name of Student: Mitch Xylah Glaise M. Segovia Age: 18
Address:
Mobile: 09565364162


Name: N/A Telephone No. N/A

Relationship to child: N/A
Date: …………………………………..
48

SENIOR HIGH SCHOOL
Parent's Consent
________________________________________________________________
Name of Student: Francine Dominique D. Sullano Age: 18
Name of Parent/Guardian: Ruby D. Sullano

Address: Beverly Place Mactan, Agus LLC
Mobile: 0992 554 4035


Name: Telephone No.

Date: …………………………………..
49
Appendix E. Proposed Budget
PROPOSED BUDGET
Title of Research: “SML: An Analysis of Social Media Language in the Everyday

Discourse of Grade 11 HUMSS Students of STEC-SHS” Estimate
Cost
Researchers: Agero, Jaynen O., Agustin, Jan Richard B., Baran, Trisha Nicole B.
Dacumos., Franzia Pauline C. Japitana, Segovia, Mitch Xylah Glaise M.,
Francine Dominique D. Sullano
Activities Resources/Materials
Printing of the Proposal Paper Bond paper and Ink 200.00
Printing of the Final Paper Bond Paper and Ink 800.00
Binding (Spring bind) Outsource 300.00
Token for the Participants Php 20.00 x 22 students 440.00
TOTAL COST Php 1,740.00
COST PER MEMBER (6 members) Php. 290.00

Prepared by: Jaynen O. Agero
Name of Researchers: Agero, Jaynen O., Agustin, Jan Richard B., Baran, Trisha Nicole B.
Dacumos., Franzia Pauline C. Japitana, Segovia, Mitch Xylah Glaise M., Francine Dominique D.
Sullano
PARENTAL APPROVAL
I AM THE PARENT OF Jaynen O. Agero. I AM MADE AWARE OF THE RESEARCH OF MY
SON/DAUGHTER AND THE COST IT REQUIRES TO ACCOMPLISH THE STUDY. HENCE, I HEREBY
SUPPORT MY SON/DAUGHTER BY PROVIDING FINANCIAL ASSISTANCE; TECHNICAL AND MORAL
SUPPORT. I AM ALSO WILLING TO ACCOMPANY MY SON/DAUGHTER DURING THE GATHERING OF
DATA. I HEREBY AFFIX MY SIGNATURE HEREWITH FOR MY APPROVAL AND SUPPORT:
Name & Signature: Hajji D. Agero Date:

50
PROPOSED BUDGET

Cost

Sullano
PARENTAL APPROVAL
I AM THE PARENT OF Franzia Pauline C. Japitana. I AM MADE AWARE OF THE RESEARCH OF MY
Name & Signature: Jane B. Agustin Date:

51
PROPOSED BUDGET

Cost

Sullano
PARENTAL APPROVAL
Name & Signature: Carmen B. Dacumos Date:

52
PROPOSED BUDGET

Cost

Sullano
PARENTAL APPROVAL
Name & Signature: Cecile P. Cajita Date:

53
PROPOSED BUDGET

Cost

Sullano
PARENTAL APPROVAL
I AM THE PARENT OF Mitch Xylah Glaise M. Segovia. I AM MADE AWARE OF THE RESEARCH OF MY
Name & Signature: Rosalyn M. Segovia Date:

54
PROPOSED BUDGET

Cost

Sullano
PARENTAL APPROVAL
Name & Signature: Ruby D. Sullano Date:

55
Appendix F. Research Procedure and Schedules
Procedure Date (2023)
Approval from the principal will be sought through the December, 2023
transmittal letter.
Approval of letter of intent for the utilization of the Bio December, 2023
Resource room.
Orientation of the participants. December, 2023
Consent and approval will be sought from the December, 2023

participants.
Once approval has been given, the key informants will December, 2023
be observed face-to-face by the researchers.
After conducting the direct observation, the researchers December, 2023

will transcribe and analyze the data gathered.
Crafting of conclusion, recommendations, and proposed December, 2023

improvements
Submission and sharing of the findings to STEC January, 2023

students and faculty
Appendix G. Plagiarism Report

56
Appendix H. Curriculum Vitae

57
PERSONAL INFORMATION
1. Full Name : Jaynen O.Agero

2. Address : Hellenville Subdivision, Mactan
3. Civil Status : Single
4. Date of Birth : August 16, 2006
5. Age : 17
6. Citizenship : Filipino
7. Contact Num. : 0956 504 6471
8. Email address : agerojaynen@gmail.com
Education
Academic Level School / Address Years

Attended
Elementary Saint Paul’s School of Ormoc Foundation Inc. 2011 - 2018
Junior High School Saint Paul’s School of Ormoc Foundation Inc. 2018 - 2022
Senior High School Science and Technology Education Center 2022 - 2024
58
1. Full Name : Jan Richard B. Agustin

2. Address : Hanniyah Homes, Babag 1, LLC
4. Date of Birth : October 07, 2005
5. Age : 18
7. Contact Num. : 0946 992 1922
8. Email address : agustinjanrichard00@gmail.com
Education

Attended
Elementary San Lorenzo Ruiz School 2012 - 2016
Babag 1 Elementary School 2016 - 2018
Junior High School Marie Ernestine School 2018 - 2019
Noble Minds Christian Academy 2019 - 2020
Babag National High School 2020 - 2022
59
1. Full Name : Trisha Nicole B. Dacumos

2. Address : Deca Homes 3, Basak LLC
4. Date of Birth : July 02, 2006
5. Age : 17
7. Contact Num. : 0936 522 9478
8. Email address : trisha.dacumos7@gmail.com
Education

Attended
Elementary Buyong Elementary School 2011 - 2018
Junior High School Bankal National High School 2018 - 2022
60
1. Full Name : Franzia Pauline C. Japitana

2. Address : Basak, Lapu-Lapu City
4. Date of Birth : July 9, 2006
5. Age : 17
7. Contact Num. : 0995 158 3551
8. Email address : franzzpj@gmail.com
Education

Attended
Elementary Benthel Asia School of Technology 2012 - 2014
John M. Hyland 2014 - 2016
CCL CentrEx, Inc. 2016 - 2018
Junior High School CCL CentrEx, Inc. 2018 - 2022
61
1. Full Name : Mitch Xylah Glaise M. Segovia

2. Address : Bankal, Lapu-Lapu City
4. Date of Birth : October 18, 2005
5. Age : 17
7. Contact Num. : 0995 285 6176
8. Email address : segovia.mitchxylah@gmail.com
Education
Attended
Elementary Ibo Elementary School 2012 - 2014
Bankal Elementary School 2016 - 2018
Junior High School Saint Alphonsus Catholic School, Lapu - Lapu City, 2018 - 2022
Cebu, Inc.
62
1. Full Name : Francine Dominique D. Sullano

2. Address : Beverly Place Mactan, Agus LLC
4. Date of Birth : April 22, 2005
5. Age : 18
7. Contact Num. : 0977 062 3245
8. Email address :
sullanofrancinedominique@gmail.com
Education

Attended
Elementary Science and Technology Education Center 2011 - 2018
Junior High School Science and Technology Education Center 2018 - 2022

Social Media Language

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Republic of the Philippines

SML: An Analysis of Social Media Language in the

CHAPTER 1 THE PROBLEM AND ITS SCOPE

Language is fundamental to human communication (Espiritu, 2023). In

education, especially in linguistically diverse places like the Philippines, the

choice of language for instruction holds cultural, social, and cognitive

significance. The relevance of studying language is paramount for students in the

Humanities and Social Sciences (HUMSS) field, language is an essential

histories and identities of diverse societies. Moreover, this cultural understanding

of Social media language is essential for analyzing the nuanced aspects of

human behavior and societal dynamics, a core component of many HUMSS

disciplines. Language proficiency is particularly crucial for interdisciplinary

construct persuasive arguments, and produce well-informed analyses across

Beyond academia, language skills foster critical thinking, enabling people

to deconstruct texts, evaluate arguments, and identify biases, which is

societal discourse, and cultural exchange, empowering HUMSS students to

participate in societal debates and advocate for social progress. (Voda et Al

2022) states that "communication, critical thinking, problem-solving, and technical

case of humanities students." Finally, language skills open doors to diverse

career opportunities in fields such as teaching, translation, journalism, public

relations, and international relations.

Moreover, with the Philippines earning its reputation as the global

epicenter of social media usage (Statistica Research Department 2022), social

a profound transformation in how people communicate. This shift extends to real-

world implications, especially in education, where students introduce social

media language in classrooms, affecting their engagement with coursework and

collaboration. Investigating the extent of social media language's influence on

students is highly significant for various reasons.

educational experiences, reflecting broader societal changes and cultural shifts

High school is a critical stage in cognitive development (Linda, 2019), and

far-reaching implications for the field of education. As our world becomes

increasingly interconnected through digital communication platforms, educators

emerge in digital discourse, educators can tailor their teaching methods to

resonate more deeply with the digital generation.

Moreover, the significance of this study extends beyond the classroom. It

holds the potential to make substantial contributions to the disciplines of

Humanities and Social Sciences. As researchers prepare for degree programs in

fields such as Communication Arts, Psychology, Linguistics, Anthropology, and

students and scholars alike. Additionally, this research underscores the

importance of interdisciplinary collaboration, as it bridges the realms of

technology, language, and human behavior, offering a holistic perspective that

enriches our understanding of the contemporary digital landscape.

Background of the Study

Social media is rapidly emerging in the present as the bedrock of the

current form of communication. As relevant to the language being used in diverse

circumstances and interactions, its potential effects are mostly unpredictable,

media language during the teacher-learner interaction in their respective

effectiveness in teacher-learner interactions. Additionally, the researchers also

during the actual class interaction.

patterns of interaction and behavior have been noticed throughout time.

The social media language that people use in various contexts is an

aftermath of social media. It is an essential tool to establish socio-cultural identity

of language is a preferred method of communication among people due to its

diversity and simplicity.

This research is anchored on the assumption that Grade 11 HUMSS students

1. What are the Social Media

2. How are these Social Media

Languages used in context?

3. Based on the Social Media

Languages used what are the

4. What are the functions of these

Social Media Languages?

Figure 1. Conceptual Framework