The effect of social media language on the English language of SHS students in Anloga District

Abstract

This study examined the challenges students encounter in using English for academic and formal purposes in relation to their engagement with social media. Specifically, it sought to identify the linguistic features of social media evident in students’ interactions, explore students’ perceptions of social media use and its influence on their English language development, and determine the relationship between English language proficiency and patterns of social media use. A mixed-methods research design was adopted, integrating qualitative and quantitative approaches. The study population comprised post-basic education students aged 14 to 20 years, who were second-language learners of English from five senior high schools in the Anloga District of the Volta Region. Data were collected through a descriptive survey involving 385 respondents selected through random sampling. Qualitative content analysis was applied to students’ academic written texts and social media interactions. The findings revealed that students frequently employ grammatically incorrect and informal language in their social media communication, while attempting to use more formal and grammatically appropriate language in their academic writing. In some cases, social media was found to serve as a platform for enhancing students’ English language proficiency. The study therefore recommends encouraging the consistent use of correct grammar and sentence structure on social media, establishing monitoring mechanisms to provide corrective feedback, and utilizing social media features to support student engagement and formal instruction. Although students demonstrate awareness of the distinction between informal social media writing and formal academic discourse, this awareness does not always translate into improved academic writing. In conclusion, while social media can function as a useful tool for teaching and facilitating language learning, it should complement rather than replace classroom instruction. Teachers are encouraged to integrate social media strategically to reinforce classroom learning and incorporate authentic digital texts into instructional practices.