Studying the Distortive Impact of Social Media on the Spelling Proficiency of Students at Secondary Level

Abstract

This research aims to study the distortive impact of social media on the spelling proficiency at secondary level. The research examines the frequency and preference of social media use, the common spelling errors on social media, and the effect of social media use on spelling proficiency in formal academic contexts. The research adopts a mixed-methods approach, involving a questionnaire, a spelling test, and a focus group interview with secondary level students from different schools in Sialkot, Pakistan. The research finds that social media use is widespread and varied among secondary level students, and that it leads to the use of informal, abbreviated, or incorrect spelling forms. The research also reveals that the excessive use of social media negatively affects the spelling proficiency of secondary level students, as they tend to transfer their spelling errors from social media to formal academic writing. The research contributes to the literature on the relationship between social media and language skills, and provides practical implications for teachers, students, and parents on how to use social media effectively and responsibly for language learning and communication.