Project – Influence of social media on English Language Spelling Amongst the Secondary School Students in Isi-Uzo L.G.A.

Chapter one

Introduction

1.1Background of the study

The advent of social media has significantly transformed communication patterns, especially among younger generations. Secondary school students in Isi-Uzo Local Government Area (L.G.A.) are no exception. Social media platforms such as Facebook, Twitter, Instagram, and WhatsApp have become integral parts of their daily lives. According to Boyd and Ellison (2007), social media facilitates the creation and sharing of information, ideas, and other forms of expression via virtual communities and networks. This constant interaction on social media has raised concerns about its impact on traditional language skills, particularly spelling.

One of the primary concerns is the prevalence of informal language and abbreviations on social media. Crystal (2008) notes that the informal nature of social media communication often leads to the use of slang, acronyms, and phonetic spellings. For instance, words like “you” become “u,” and “are” becomes “r.” This trend is particularly worrying for educators who fear that such habits may transfer to academic writing. A study by Vosloo (2009) found that students who frequently use social media are more likely to incorporate these informal spellings into their schoolwork, thereby affecting their spelling proficiency.

Moreover, the instantaneous nature of social media communication encourages speed over accuracy. According to Thurlow (2003), the need for quick responses often leads to typographical errors and a general disregard for spelling conventions. This phenomenon is exacerbated by the use of predictive text and autocorrect features, which can sometimes introduce errors rather than correct them. In Isi-Uzo L.G.A., where educational resources may already be limited, the additional challenge of combating poor spelling habits introduced by social media is a significant concern for teachers and parents alike.

However, it is essential to consider the potential benefits of social media on language skills. Some researchers argue that social media can enhance literacy by providing more opportunities for reading and writing. For example, Greenhow and Robelia (2009) suggest that the interactive nature of social media can engage students in meaningful literacy practices. In Isi-Uzo L.G.A., where access to traditional educational resources may be limited, social media could serve as an alternative platform for language learning and practice.

Despite these potential benefits, the negative impact on spelling cannot be overlooked. A study by Drouin (2011) found that students who frequently use text messaging and social media are more likely to exhibit poor spelling skills. This finding is particularly relevant for secondary school students in Isi-Uzo L.G.A., who are at a critical stage in their language development. The challenge for educators is to find a balance between leveraging the benefits of social media and mitigating its adverse effects on spelling.

People are living in a global world and every day they are adopting new technologies, information, lifestyle, language and so on. Nowadays, digital social media are very popular among young generations. Social media includes all technology that facilitates social interaction, make possible collaboration and enable deliberations across stakeholders: social media includes such tools as electronic blogs, audio/video tools(youtube), internet chat rooms, cellular and computer texting and social networking sites (Bryer and Zavattaro, 2011). Arroyo (2012) said, “Once social media was introduced, it enabled a new way for people, particularly the younger generation, to connect with one another, based on common interests, goals and even values”.

Over the years, social media has gained massive popularity and has become widely accepted. Research has shown that internet use and the use of social networking sites in particular have grown significantly since 2000 with some estimates of nearly 78% of American adults using the internet regularly; 46% of American adults 18 and older using social networking sites and 65% of teens ages 12 to 17 using online social networks (Rainieet al, 2011). In terms of membership and daily usage, more recent estimates show Facebook as having over 750 million users worldwide; Linkedln, over 100 million members; Twitter having over 177 million tweets per day; YouTube having over 3 billion views each day (Chen &Bryer, 2012). According to Rainie, Purcell and Smith (2011), the use of social networking sites has been repeatedly found to be the highest among those between the ages of 18-29.

In the recent years, information technologies and social media in particular have affected the educational community. It is due to their different forms which help people communicate in various ways we mentioned earlier. These social media platforms have massively boosted social interaction and information sharing within student and teacher communities alike. Social media applications allow users to cross the boundaries of their conutries, connect and express themselves on a global scale (Thorne, 2010). It follows that the responsibilities offered by social media nowadays could also be linguistically rewarding for users, be they students or educators as these media interactions are bound to take place either within the same linguistic communities or across different ones. Facebook as one of those media, has been globally ranked as one of the most used social platforms ever created. It has come to yield unprecedented opportunities for foreign language teachers and learners alike as it offers them the possibility to exchange limitless numbers of text messages, images and videos. Such options can give those users and language learners in particular the opportunity to practice with new texts and learn new vocabulary through interaction, especially if it extends over time. As regards educators, they can benefit from Facebook by using it as a platform to post different kinds of materials to be worked upon, edited, added to and shared among their students to attain intended objectives. Hence the teaching experience can be more accessible and centered around students as more room is given to learners to collaborate and an atmosphere of conviviality and creativity is enhanced among them (Selwyn, 2012).

However, nowadays there are influences of digital social media in language acquisition of young learner. Young people are now most of the time connected with the people through digital social media, so intentionally or unintentionally, they are following that trend of language acquisition. In the study conducted by Englander et al (2010), observed that students spend more time using social media for other purposes apart from educational use, thus affecting their academic outcomes. In another study, Nalwa and Anand (2003), shows that students like to use internet for their own responsibilities and this affects their academics. This study is further elaborated by Karpinski (2009) wherby they stated that Facebook users had lower grade rankings than students who never engage in social interactions. He also stated that social media has a negative association with students’ academic performance which is greater than the advantages derived through the use of social media platforms. People around the globe have been addicted to the internet which has given rise to more students using social media more often than before.  Aforo (2014) conducted a study to establish the impact of social media on academic reading. The study established that student’s institutions in Ghana often use their free time using social media which does not augur well for their academic performance. The use of social media among students has reached high levels and has affected their study time, grammar and spellings when socializing on social media as well as diverting their attention from their studies (Ndaku, 2013). Students spend much of their study time on social networks than in their academic undertakings and it has affected their performances. In a quantitative research carried out by Al-Jarrah et al (2019) in a secondary school, findings of this study revealed that social media plays an important role in writing performance development of English learners at school level.

1.1 Statement of the problem

The advent of social media has revolutionized communication, particularly among the younger generation. In Isi-Uzo Local Government Area (L.G.A.), secondary school students are increasingly engaging with platforms such as Facebook, Twitter, Instagram, and WhatsApp. While these platforms offer numerous benefits, including enhanced connectivity and access to information, they also pose significant challenges to traditional language use. One of the most pressing concerns is the impact of social media on English language spelling. This issue is particularly pertinent in Isi-Uzo L.G.A., where educational resources may already be limited, and the influence of social media could further complicate language acquisition and literacy.

Secondary school students in Isi-Uzo L.G.A. are at a critical stage in their educational journey, where mastering the fundamentals of the English language is essential for academic success and future opportunities. However, the informal and often abbreviated language used on social media platforms can lead to the development of poor spelling habits. For instance, the frequent use of shorthand, acronyms, and phonetic spellings on social media can become ingrained in students’ writing, making it difficult for them to distinguish between informal and formal language contexts. This blurring of language boundaries can have detrimental effects on their academic performance and overall literacy.

Moreover, the constant exposure to incorrect spellings and grammatical errors on social media can desensitize students to the importance of proper spelling. In a digital environment where speed and brevity are often prioritized over accuracy, students may become less attentive to spelling conventions. This shift in focus can result in a decline in spelling proficiency, which is a fundamental component of effective communication. The problem is exacerbated by the fact that social media platforms rarely provide corrective feedback, allowing errors to go unchallenged and uncorrected.

The influence of social media on spelling is not limited to the digital realm; it extends into the classroom and beyond. Teachers in Isi-Uzo L.G.A. have reported an increase in spelling errors in students’ written assignments, which they attribute to the pervasive use of social media. This trend is concerning, as it suggests that the informal language practices adopted online are being transferred to academic work. The challenge for educators is to find effective strategies to counteract this influence and reinforce the importance of correct spelling in all contexts.

Furthermore, the issue of social media’s impact on spelling is compounded by the lack of digital literacy education in many schools in Isi-Uzo L.G.A. While students are adept at using social media, they may not be equipped with the skills to critically evaluate the language they encounter online. This gap in digital literacy education means that students are less likely to recognize and correct spelling errors, both in their own writing and in the content they consume. Addressing this gap is crucial for mitigating the negative effects of social media on spelling.

The influence of social media on English language spelling amongst secondary school students in Isi-Uzo L.G.A. is a multifaceted problem that requires a comprehensive approach. It is essential to raise awareness among students, educators, and parents about the potential impact of social media on spelling. Additionally, integrating digital literacy education into the curriculum can help students develop the skills needed to navigate the digital landscape critically and maintain high standards of spelling and language use. By addressing these challenges, we can ensure that the benefits of social media do not come at the expense of students’ language proficiency and academic success.

1.2 Aim and Objectives of the study

The aim of this study is to examine the effect of the language of socializing media on the secondary school learners of English language. The specific objectives are to:

1. Examine the level of social media usage on secondary school students in Nigeria?
2. Investigate the digital social media influencing writing and speaking of secondary school learners of English language?
3. Examine the effect of social media language on academic performance of secondary school students in English language spelling?
4. Determine the ways of improving the performance of secondary school students in English language spelling?

1.3 RESEARCH QUESTIONS

1. What is the level of social media usage on secondary school students in Nigeria?
2. How are the digital social media influencing writing and speaking of secondary school learners of English language?
3. What is the effect of social media language on academic performance of secondary school students in English language spelling?
4. What are the ways of improving the performance of secondary school students in English language spelling?

1.4 SCOPE OF THE STUDY

The study concentrates on the effects of the language of social media on secondary school students in some selected secondary schools in Isi-Uzo , Enugu state.

1.5 LIMITATIONS OF THE STUDY

There is limitation in the time available for this study because the researcher will combine the research with academic work. Due to time constraints, very few secondary schools will be visited in the course of the research. To embark on such a study and make a deep comprehensive learning, very huge sum of money will be needed. Because Isi-Uzo  is a rural area of Enugu state, the study is limited to few secondary schools and attempt will be made to evaluate the extent of the effect of social media language on secondary school students.

1.6 DEFINITION OF TERMS

Social media: is an interactive form of media that allow users to interact with and publish to each other, generally by means of the Internet.

Influence: is the power to affect, control or manipulate something or someone; the ability to change the development of fluctuating things such as conduct, thoughts or decisions.

Communication: is the concept or state of exchanging data or information between entities.

Technology: is the organization of knowledge for practical purposes.

Language: is a body of words, and set of methods of combining them (called a grammar), understood by a community and used as a form of communication

Project – Influence of social media on English Language Spelling Amongst the Secondary School Students in Isi-Uzo L.G.A.