REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE
I. The Evolution of Digital Communication and Social Media's Role
Over the past two decades, social media has fundamentally reshaped the
global communication landscape, with particularly profound effects on student
populations (Khariina, 2025). From early platforms to today’s diverse ecosystem
including TikTok, WhatsApp, and Instagram, user numbers have grown
exponentially, creating unprecedented shifts in how individuals interact and
express themselves (Khariina, 2025). This transformation has not only altered
communication practices but also influenced language itself, as digital spaces
demand new forms of expression tailored to speed and interactivity (Shakhzoda,
2024).
II. Linguistic Transformations in Student Communication
A. Cyberlanguage and Lexical Innovations
Social media has spurred the emergence of cyberlanguage, including
abbreviations, neologisms, and internet slang, which are now integral to student
discourse. A 2025 study found that 55% of adolescent EFL learners use
cyberlanguage to expedite communication, with forms like abbreviations and
emoticons becoming standard in digital interactions (Alzahrani, 2025). Similarly,
Khariina (2025) noted that terms such as "lol" and "follower," along with
extensive emoji use, have enriched the emotional dimension of communication
while introducing grammatical shifts driven by brevity and anglicisms.
B. Impact on Formal Language Skills
While cyberlanguage serves practical purposes in digital contexts,
concerns persist about its transfer to formal settings. Alzahrani (2025) reported
that many students integrate informal language into academic writing,
reflecting evolving attitudes toward traditional language norms. Conversely,
some research suggests that exposure to diverse linguistic styles on social
media can enhance lexical flexibility when guided appropriately (de-la-Peña &
Chaves-Yuste, 2024).
III. Effects on Communication Competence and Style
A. Positive Contributions
Social media platforms can enhance students’ communication skills when
strategically implemented. A 2025 meta-analysis revealed that TikTok has a
significant large effect (g = 1.337, p < 0.001, adjusted range 0.814–1.104) on
improving both oral and written communication skills, with greater effectiveness
in Southeast Asian contexts and across all educational levels (Astaño, 2025).
Additionally, social networks provide opportunities for EFL learners to practice
oral communication, boosting engagement and competence through
collaborative tasks (de-la-Peña & Chaves-Yuste, 2024).
B. Challenges and Concerns
Despite these benefits, social media can hinder face-to-face
communication abilities by prioritizing written interactions and reducing
opportunities for live expression (Khariina, 2025). Studies also highlight issues
like superficial dialogue, reduced depth in interpersonal interactions, and the
potential for social anxiety when relying on digital communication over in-
person exchanges (Jylbegaj & Jararaa, 2018; Shakhzoda, 2024).
IV. Cultural and Social Dimensions
Social media creates shared linguistic and cultural reference points
among students, fostering collective identity through common slang, memes,
and trends (Khariina, 2025; Maman 360, 2025). However, this can also lead to
pressure to conform to platform-specific norms, potentially limiting individual
expression or promoting homogeneous communication styles (Maman 360,
2025).

RELATED STUDIES
I. Recent Empirical Investigations
A. Platform-Specific Research
- TikTok: Astaño (2025) conducted a meta-analysis of 30 studies (2021–
2025) involving 2,367 students, finding that the platform significantly enhances
communication skills, with moderation effects from region, duration of use, and
grade level. Another study at Universitas Muhammadiyah Sidoarjo found that
TikTok’s popular language explains 64.6% of variance in students’
communication styles (Yan Syah Fadil Akbar & Hariyanto, 2024). - WhatsApp:
Alzahrani (2025) used mixed methods to study Saudi EFL learners, documenting
high cyberlanguage usage and varied attitudes toward its legitimacy as a
communication mode.
B. Cross-Platform and Regional Studies
Khariina (2025) examined digital communication across multiple platforms
in Russia, identifying broad shifts in language structure and communicative
practices among adolescents. Jylbegaj and Jararaa (2018) focused on UAE youth,
noting that social media use correlates with reduced face-to-face interaction and
increased comfort sharing personal information with virtual acquaintances.
II. Methodological Approaches
Recent studies employ diverse methods, including meta-analyses (Astaño,
2025), mixed-methods designs (Alzahrani, 2025), quantitative regression (Yan
Syah Fadil Akbar & Hariyanto, 2024), and experimental comparisons of digital
vs. traditional instruction (de-la-Peña & Chaves-Yuste, 2024). This variety
strengthens the evidence base for understanding social media’s multifaceted
impact.

SYNTHESIS
The literature and studies converge on the idea that social media exerts
both positive and negative influences on students’ communication styles.
Linguistically, it drives innovation and efficiency but poses risks to formal
language proficiency. In terms of competence, platforms like TikTok can
enhance skills when integrated thoughtfully, yet over-reliance may undermine
face-to-face interaction abilities. Cultural and social factors further shape how
students adapt their communication to digital contexts. While recent research
provides valuable insights—particularly on platform-specific effects and regional
variations—there remains a need for more longitudinal studies to understand
long-term impacts and effective strategies for leveraging social media to
support healthy communication development in educational settings.
REFERENCES
Alzahrani, G. (2025). English cyberlanguage and its implications for Saudi
EFL learners: A case study. Educational Process: International Journal, 15, Article
e2025148. [Link]
Astaño, J. L. (2025). Effectiveness of TikTok in enhancing students'
communication skills: A meta-analysis. International Journal of Technology in
Education, 8(3), 861–890. [Link]
de-la-Peña, C., & Chaves-Yuste, B. (2024). Social networks as a new
scenario for EFL speaking development. The International Journal of
Interdisciplinary Educational Studies, 19(2), 45–67.
[Link]
Jylbegaj, V., & Jararaa, O. (2018). The effects of social media on youth’s
interpersonal communication in UAE. IJASOS-International E-Journal of Advances
in Social Sciences, 4(10), 23–29. Khariina, L. E. (2025). Influence of social
networks on language and communication [Article in English]. Educational Social
Network.
[Link]
2025/06/26/vliyanie-sotsialnyh-setey-na-yazyk-i
Maman 360. (2025). Impact of social media on children's language:
Influences and consequences [in French]. [Link]
medias-sociaux-sur-le-langage-des-enfants-influences-et-
consequences/
Shakhzoda, A. R. E. Q. (2024). The influence of social media on
communication. American Journal of Education and Learning.
[Link]
 Yan Syah Fadil Akbar, A., & Hariyanto, D. (2024). The influence of TikTok
media’s popular language on students communication styles. Procedia of Social
Sciences and Humanities, 7, 623. [Link]