The Relationship Between Social Media Slang and Academic Writing Skills of Grade 12 HUMSS Students: Basis for an Action Plan in Developing an Instructional Module

Abstract

This study examined the relationship between exposure to social media slang and the academic writing skills of Grade 12 HUMSS students at Quezon National High School, Lucena City, using an explanatory sequential mixed-methods design. The quantitative phase involved 227 respondents, while the qualitative phase included nine purposively selected participants representing varying levels of academic writing performance and exposure to social media slang. Data were analyzed using descriptive statistics, Spearman’s rho, thematic analysis, and joint display integration. Findings revealed high exposure to social media slang and developing academic writing skills across content, style and creativity, coherence, word formation, vocabulary, and mechanics. Correlation analysis showed very weak and statistically non-significant relationships between exposure to social media slang and academic writing skills. Qualitative findings indicated that students distinguished informal digital communication from academic writing, adjusted their language according to academic contexts, and employed revision and self-monitoring strategies. The integrated findings suggest that academic writing proficiency is more closely associated with linguistic competence and writing processes than with exposure to social media slang. These findings served as the basis for an action plan in developing an instructional module aimed at strengthening students’ academic writing skills.