The Impact of Social Media Language on Formal English Writing: A Linguistic Analysis of EFL Classrooms from a Teacher's Perspective
| العنوان بلغة أخرى: |
تأثير لغة وسائل التواصل الاجتماعي على الكتابة الجادة باللغة الإنجليزية في فصول اللغة الإنجليزية كلغة اجنبية من وجهة نظر المعلم |
|---|---|
| المصدر: | مجلة أكاديمية شمال أوربا المحكمة للدراسات والبحوث |
| الناشر: | أكاديمية شمال أوربا للعلوم والبحث العلمي |
| المؤلف الرئيسي: | Balla, Asjad Ahmed Saeed (Author) |
| المجلد/العدد: | مج4, ع21 |
| محكمة: | نعم |
| الدولة: |
الدنمارك |
| التاريخ الميلادي: |
2023
|
| الشهر: | أكتوبر |
| الصفحات: | 270 - 301 |
| ISSN: |
2596-7517 |
| رقم MD: | 1416544 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Social Media Language | Social Network | Writing | Academic Performance | Young Adult | EFL Classrooms | Teacher's Perspective | Adult Learning | Impact Analysis
|
| رابط المحتوى: |
| المستخلص: |
The study investigates the impact of social media language, particularly informal language, on formal English writing in EFL classrooms, focusing on teachers' perspectives and the influence of social media language on students' engagement in formal writing. Social media platforms often use informal language, affecting students' ability to effectively use formal academic language in the classroom due to potential negative impacts. Research findings reveal mixed opinions on the impact of social media on language development, with teachers acknowledging vocabulary and word choice difficulties and the need for corrective measures. The paper suggests strategies to improve language proficiency, including incorporating social media language into instruction, enhancing vocabulary, promoting critical thinking, media literacy, self-correction, and conducting qualitative research. The negative impact of social media language on formal English writing can be mitigated by implementing recommendations and supporting students in developing strong writing skills. |
|---|---|
| ISSN: |
2596-7517 |
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