THE IMPACT OF SOCIAL MEDIA LANGUAGE

ON THEIR COMPREHENSION AND COMMUNICATION SKILLS

TO JHS GRADE 10 STUDENTS

A Thesis Presented to the

Faculty of College of Teacher Education
University of Cebu Main– Campus
Cebu City, Philippines

In Partial Fulfillment for the Degree of

Bachelor of Secondary Education Major in Filipino

by
Michelle Q. Aliñabon
Sportlyn M. Boctolan
Jennylyn G. Bolivar
Alamae S. Dungog
Annnabel M. Napoles

December 2022
CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale

Social Media are widely used by Grade 10 students at the University of

Cebu. This study investigates the purposes for which social media sites are used

and their impacts on social media language, language learning, comprehension and

communication skills. The social media's widespread use and consumers'

seemingly quick access had unmatched effects on University of Cebu students in

Grade 10. Students have adapted to specific skills and complemented social media

benefits for their studies. Despite Facebook's dominance as the preferred social

network, there is a paucity of measurable research on the impact of social media

language on their comprehension and communication skills to JHS Grade 10

students.

This makes sense, because it is challenging to measure how social media

impact the effectiveness of comprehension and communication skills of the

students. In terms of the student’s comprehension and communication skills. A

direct relationship exists between social media language and the comprehension

and communication skills of JHS Grade 10 students of University of Cebu. The

more negative aspects of technology advancement have led to problems like the

loss of real-life values, particularly among students who make up the majority of

users communicating on social media.

Social media language places a strong emphasis on creating and reflecting

social connections between individuals who have similar hobbies or interests.

Students are enticed to forgo their schoolwork and reading sessions in favor of

conversing with friends online because there are so many social networking sites

available online. Many students are addicted to the current internet trend, which

includes Facebook, Twitter, etc. Social media are now a common possession

among teenagers and students. Olubiyi (2012) noted that these days, students are so

engrossed in the social media that they are almost 24 hours online. Hence, most

students’ comprehension and communication skills suffer from setbacks as a result

of distraction from the social media. In (Obi, Bulus, Adamu & Sala ‘at 2012), it

was observed that the use of these sites also affects students’ comprehension and

communicating skills to other students.

The students are accustomed to write brief sentences in chat rooms. Students

often forget to employ these shorter forms in formal settings. They use things like 4

in place of for, U in place of You, and some use Forda in place of "For the" and this

could affect their comprehension and communication skills. Although studies show

that students use social networking sites like Facebook for entertainment, to kill

time, to reconnect with old friends or make new ones, social media have been

acknowledged as a significant educational resource in the modern era (Ellison,

Steinfeld, and Lampe 2007). Social media websites, claim Kuppuswamy and

Shankar (2010), draw students' attention before diverting it to improper and non-

educational activities like pointless chit-chatting. On the other hand, it was found

by (Liccardi, Ounnas, Massey, Kinnunen, Midy, & Sakar. 2007) that students are
socially connected to one another for the purpose of exchanging their daily learning

experiences and engaging in discourse about a variety of subjects.

This shows that social networks are beneficial for students as they contribute

to their learning experiences as well as to their comprehension and communication

skills. Trusov, Bucklin, and Pauwels (2009) emphasized that although social media

have been increasingly popular and widely used over the past few years, they are

still exceedingly dangerous for teenagers. The significance of social networking

sites in students' lives is demonstrated by this statement. Students highly suggest

social networking websites to keep in touch with peers in order to be informed and

alert, according to a survey by Lenhart and Madden (2007).

Online interpersonal relationships may take longer to develop than face-to-

face interactions, but once they do, they have the same impact as face-to-face

contact, according to the social information processing hypothesis of interpersonal

communication. Accordingly, the more students use social media, the more they

have an impact on how they communicate with one another, since friends on social

media start to influence them.

In the recent years, information technologies and social media, in particular,

have affected the life of Saudis, in general, and the educational community in

particular. It is due to their different forms which help people communicate in

various ways: such as blogs, social networks (Facebook), microblogs

(Twitter), wikis (Wikipedia), video podcasts, and photo sharing (Instagram and

Snapchat). Such applications as Facebook, Twitter, YouTube, and WhatsApp

have massively boosted social interaction and information sharing within student

and teacher communities alike.

In the Philippines, social media are used to interact with others as well as to

learn. However, overuse of social media has been observed among the youth, which

may have an impact on the student's productivity with home-based tasks. According

to Al-Deen and Hendricks (2011), over the last ten years, social media platforms

such as Facebook, Twitter, and YouTube have evolved at a rapid pace, attracting

massive numbers of users (Al-Deen & Hendricks, 2011).

Social media can be a source of distraction when it comes to learning. High

school students who checked Facebook at least once during a 15-minute study

period performed worse academically (Rosen, 2013). Based on the Internet World

Stats 2019, as of June 30, 2019, more than 4.5 billion people, or more than 58

percent of the world's human population, had used the Internet's services (Internet

World Stats, 2019).

When it comes to social media usage, the Philippines is on par with the rest

of the world. Filipinos, particularly Filipino students, are prone to using these

media, but excessive use may have negative consequences, primarily for the

students' ability to complete academic home-based tasks, as it (social media) serves

as a hindrance to them. Students' perspectives may change as a result of their

increased awareness, and they may learn how to balance their time between using

social media and doing their activities or assignments.

The researchers would like to determine the impact of social media language

to their comprehension and communication skills to Junior High School grade 10

students of University of Cebu - Main Campus.

Theoretical Background

This study is anchored on the (note: unsay ngan sa theory, kinsa nagbuhat sa

theory and date/year) theory of impacts of social media Yonghong’s review about the

impacts of social media on language with two supporting theories, the social media and its

Influence on Vocabulary and Language Learning of Zahira Zainal and Noor Hanim

Rahmat and Social Media Impact on Language Learning for Specific Purposes by

hadoussa Slim and Menif Hafedh.

Yonghong’s paper reviews social media impacts on language learning that

emphasize social media as language skill development tools. Hence, social media

increases learner’s reading motivation to improve their reading skills for instance

skimming (Kabilan et al.).

Yonghong’s paper reviews says that social media as an intercultural platform

that allows everyone to communicate. For instance, writing quality, there will be an

interaction towards the author and readers that assess and comments on others

writings. It provides also an opportunity to modify original works and improve

grammar, structure, content, organization and word choice (Shin, 2019).

Social Media help the students learn especially when communicating on a

daily basis. Social Media has become a social norm and way of life for people from

all over the world. This theory emphasizes the relationship between the use of
social media and students’ academic performance. The results suggest, social

media has an inverse relationship with academic performance. Social media

platform used in positive manner it can help students and youth in gaining

knowledge that can be used to enhance their academic performance. The use of

social media is one of the most important factors that can influence educational

performance of students positively or negatively on education or students (Raut &

Patil, 2016).

Yonghong’s paper review, the former focuses on the potential influences of

social media as language skills development tools on reading and writing, listening

and speaking, respectively; and the latter focuses on the possible impacts of social

media as intercultural communication platforms on socio-pragmatic skills and L2

motivation. Social media platforms are perceived as effective tools in language

learning. The impact of social media on second and foreign language acquisition

was found and revealed it is more effective to learn via social media compared to

traditional learning (Alharthy and Alfaki, 2014).

Since this theory emphasizes that students learn better when they are

involving themselves in social media. This theory is to examine the influence of

social media and Academic Performance of students. Social media usage has

focused strictly on its impact on dynamics that have been shown in effect on grades

of student engagement and involvement. These studies stop short of assessing the

direct effect of social media can be used positively and that it can provide

significant interaction, engagement and collaborative learning with respect, thus

improving learners' performance. Social media is a beneficial tool to students and

enhances their skills and capability which will assist them in studies and

professional life. Social media and academic performance have effect to each other.

It only means that when a student gets to involve with the use of social media it

effects his performance in class activities and overall academic performance

(Tamayo & dela Cruz (2014).

Zainal and Rahmat’s paper review says, social media are utilized as a

learning tool. Social media is also a place where students share and discuss their

academic materials. (Derekshan & Hasanabbasi, 2015)

Zainal and Rahmat’s paper review says, Social Media expose learners to the

most recent style of words use. In addition, social media provides students on the

usage of words in an authentic real-life situation. The use of social media provides

positive effects such as pronunciation improvement and vocabulary enlargement

resulted from the use of social media. (Abbasova, 2016)

Different social media platforms serve different feature and service. Due to

the distinctness, it affects how people communicate and speak within these

platforms. (Mansor, 2016 and Sebah Al-Ali, 2014)

The Growth in popularity of social media creates internet slangs which are

known as jargons used on these sites. To express themselves in a quick manner,

they use these jargons. However, it can bring negative impacts to many social

media users. The usage of internet slangs such as ROFL (Roll on the floor laugh),
BTW (by the way) and LOL (laugh out loud) bring worries to some as it might

affect the English vocabulary. (Jimma, 2017)

Zainal and Rahmat’s paper review says, social media has the tendency to

Influence students’ English negatively. There is now a trend in social media that

could menace literacy ability and skill of students due to the use of abbreviations

and uncommon jargon in writing. (Craig, 2003)

Since this theory talks about the how the social media plays a strong role in

learner’s language acquisition. With social media especially Facebook and Twitter,

learners are exposed to a wide range of text. not only they can have access to

review and read different thanks shared by the other users, learners also will keep

updated of global current issues on Twitter. according to Khan, Ayaz Khan &

Khan (2016) Learners will gain an immense quantity of new phrases and words

without having to read many books or going to library and learners’ overall

language skill will be enhanced by the improvement in vocabulary.

Hadoussa and Menif paper review stated that such applications as Facebook,

Twitter, YouTube, and WhatsApp have massively boosted social interaction and

information sharing within student and teacher communities alike. The reason

behind this expansion might well be the human craving for discovery, boundless

connection and exchange of information and opinion with other users with the

same interests. Social media applications allow users to cross the boundaries of

their countries, connect and express themselves on a global scale (Thorne, 2010).
Hadoussa and Menif paper review, 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 (texts,

images, graphs, and video), 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).

Moreover, by bringing together social media platforms and language learning

in an interactive way, this approach to language teaching might help to motivate

students to engage in communicative activities which would ultimately enhance

their language skills and bring about learning. Students could be enabled to engage

as much as possible in activities which require the use of language, and thus result

in learning.

The result indicates social media merit multiple benefits and functions in the

language learning processes, such as adequate authentic input resources, less

stressful practice spaces, plenty of intercultural communication opportunities, and

enhanced learner collaboration. The study also highlights potential limitations of

social media platforms, for example, distraction and conflicting information

concerns. At last, several future directions have been proposed for upcoming

empirical research.

With these theories and some literature cited above, this will help the

researchers to determine the impact of social media language on their

comprehension and communication skills of the JHS grade 10 students. (ENDING

PARAGRAPH)

THE PROBLEM

Statement of the Problem

The study aims to determine the Impact of Social Media Language on their

comprehension and communication skills to the JHS Grade 10 Students at the

University of Cebu Main Campus, S.Y. 2022-2023. The results of this study will

serve as the basis for the proposed action plan.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 age;

1.2 sex;

1.3 average time spent on social media; and

1.4 social media platforms used?

2. What are the effects of social media language in their comprehension and

communication skills of the respondents?

3. Is there a significant relationship between the profile of the respondents and in their

comprehension and communication skills of the respondents?

4. Based on the findings of the study, what action plan can be proposed?

Statement of Null Hypothesis

The null hypothesis will be tested at 0.05 level of significance.

Ho: There is no significant relationship between the profile of the respondents and the

communication skills of the respondents.

Significance of the study

The findings of this study will benefit the following:

Students. Students will become highly knowledgeable of using social media

that can benefit from the study's findings. Students who are affected by the

language of social media will be more aware from this research.

Teachers. The findings of the study will help the teachers to prevail and

lessen the uses of the social media to the students. Teachers will know how to

address their students in terms of communicating with other students.

Junior High School Administrators – This term

Junior High School Guidance Counselors– This term

DepEd: The result of this study that will help the DepEd distinguish is that

social media can have a big impact on students in their language in line with their

studies and performance in school. 

Parents. They will realize why social media can be a big impact to their

children’s language. Parents will know how to limit their children in using social

media.

Researchers. In this study, the impact of social media language to students

can serve as an aid in proper using of social media as a form of instruction of their

language in communicating. The researchers will use this study to test if this is

effective to students or not.

Future Researchers. This study will serve as their reference to seek what

impact of social media does a student acquire, the methods, and the strategies that

could prevent and lessen the word that students acquire in social media. This study

will help them to have awareness on how big the impact of social media to

individuals and for their future study.

RESEARCH METHODOLOGY
Research Design
This quantitative study uses descriptive - correlational design to determine the

Impact of Social Media Language on their comprehension and communication skills of the

JHS Grade 10 Students.

Figure 1 Presents the research flow.

INPUT PROCESS OUTPUT

Gathering of Data
Tabulation of Data
Survey Questions Analysis Proposed Action Plan
Interpretation of Data

Research Environment
This study will be conducted in the University of Cebu - Main Campus in

High School Department located on the 3rd floor building along Sanciangko Street
Cebu City owned by Atty. Augusto W. Go. The high school department spear

headed by Dr. Andrea Ando as the School Principal. The grade 10 has 14 sections.

The high school department has TLE and Science laboratory rooms.

Research Respondents

There are 630 grade 10 students in Junior High School using slovin’s

formula the sample size will be 245 students only by random sampling technique.

Research Instruments

The instrument used will be a researcher-made questionnaire checklist to

gather the needed data for the student’s profile. The draft of the questionnaire will

be drawn out based on the researcher’s readings, previous studies, professional

literature, published and unpublished thesis relevant to the study. In the preparation

of the instrument, the requirements in the designing of good data collection

instrument were considered.

Research Procedure

The researcher will send a transmittal letter to the principal of the high

school department to ask permission to conduct the study using research

respondents for grade 10 students. Refer to Appendix A for the transmittal letter.

Gathering of Data

The researchers made a letter for the approval to conduct the study at

University of Cebu - Main Campus High School Department. The study will be

conducted with 245 students only by random sampling technique as for their
preference on the impact of social media language on their comprehension and

communication skills.

Treatment of Data

The quantitative responses will be tallied, tabulated and analyzed. The data

will be treated statistically using the following statistical tools:

The Slovin’s Formula will be used to identify the sample size as the respondents

of the study.

The Simple frequency and Percentage will be employed to determine the profile

of the respondents.

The Chi-square will be used to determine the significant relationship between the

profile of the respondents and in their comprehension and communication skills of

the respondents.

DEFINITION OF TERMS

The following terms will be used in this research will be defined operationally to

give a better understanding of the study.

Comprehension and Communication Skills – This term refers to how students

understand and communicate fluently.

Grade 10 students - This term refers to the respondents of the study.

Language Learning – This term refers to the language that we acquire/adopt from

our peers, from social media, from our parents or in our house and in our school.

Namely by this word “FORDA FERSON”, “MARITES”.

Profile of the respondents – This term refers to the age, sex, time spend and social

media platforms of the respondents.

Social Media Language – This term is a communication tool that everybody can

use, whether young, and adults. This application is a communication tool that

allows us to have a conversation with our love ones in faraway country. This refers

to the phenomena that everybody used to say what they want to say to everybody,

click and not minding what to post.

Social Media Platforms – This refers to any kinds of social media applications

that where we all can post, comment, share and react or give like.

The Impact of Social Media Language – This term refers to the effect of social

media in language that we acquire in line of communicating in our schools, in our

house and the way we communicate to our peers.

REFERENCES
Oche M and Aminu A. (2010). Nigeria: Social Networking and the Future of
Students.

Olubiyi. (2012), social media and Nigeria Youth burden.

http://bluepringng.com/2012/12/social-media-and-nigerian-youth-burden retrieved
21/05/2013.

Obi N. C., Bulus L. D. Adamu G. M. & Sala’ at A. B. (2012). The Need for
Safety Consciousness among Youths on Social Networking Sites. Journal of
Applied Science and Management (JASM) 14(1).

Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook
"friends:" Social capital and college students' use of online social network
sites. Journal of Computer-Mediated Communication, 12(4), 1143–
1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x

Kuppuswamy, S., & Narayan, P. (2010). The Impact of Social Networking Websites
on the Education of Youth.
International Journal of Virtual Communities and Social Networking (IJVCSN),
2(1), 67-79.

Abbasova, M. (2016). The Impact of Social Networks on the Students' English

Language in Azerbaijan. International Multidisciplinary Scientific Conferences on
Social Sciences and Arts, 3. Retrieved 14 June, 2019 from
https://www.researchgate.net/publication/307967123_The_Impact_of_Social_Net
works_on_the_Students'_English_Language_in_Azerbaijan.

Derakshan, A., & Hasanbbassi, S. (2015). Social networks for language learning.
Theories and Practices in Language Studies, 5(5), 1090-195. DOI:
http://dx.doi.org/10.17507/tpls.0505.25
Jimma, J., D. (2017). Language of social media: Examination of English as a
Lingua Franca
in social media. University of Iceland School of Humanities Department of
English. P.1 32. Retrieved 7 February, 2020

Kabilan M. K. et al., (2010). Facebook: An Online Environment for Learning of

English in Institutions of Higher Education? Internet and Higher Education. 13, p.
179-187.

Kamali, S., Mostapha, G., B. & Baki, R., B. (2012). The Influence of Formal
Language

Learning Environment on Vocabulary Learning Strategies. Journal of Language

Teaching and Research, 3(1), p.23-29

Mansor, N. (2016). Enhancing Communication Via social media in ESL

Classroom. 6th International Conference on Language, Education, and Innovation,
p.140-146.
Retrieved May 17, 2020 from https://icsai.org/procarch/6iclei/6iclei-052.pdf
Appendix A
Letter sa dean
Appendix B
Questionnaire
Appendix C
Map
Makita si south bus and colon si uc naas tunga

CURRICULUM VITAE
FORMAL PICTURE AND