Aug 2026· Sociolinguistica· 0 citations· 63 references
Abstract
Abstract With the increasing use of social media, young people engage more frequently with international communities, which increases the lexical borrowing and code-switching practices in Turkish. This study investigates how undergraduate English Language Teaching (ELT) students employ borrowing and code-switching in their social media use by focusing on the social context and types of borrowed elements, their thematic functions, and the motivations and degrees of awareness underlying these practices. Drawing on questionnaire data from 67 students at a state university, the analysis combines frequency-based findings with qualitative categorization of commonly used expressions. Results show that single English words and short phrases are the most prevalent borrowed forms, while hybrid constructions reveal structural integration into Turkish morphology. The dominant themes, content types, motivations, and metalinguistic awareness indicate that borrowing is less about lexical need and more closely connected to digital culture, creativity, and alignment with global youth discourse. The study contributes to ongoing research on language contact, youth language, and the sociocultural dynamics of online communication, offering insights into both digital sociolinguistics and language education.
Social media has become a primary platform for communication among students, shaping how they interact and use language in their daily lives. The widespread use of informal digital language features such as abbreviations, slang, omitted punctuation, and simplified sentence structures has raised concerns about its potential influence on ESL learners’ grammatical awareness, particularly in formal academic writing. This concept paper examines the impact of social media language on ESL students’ grammatical awareness in the digital era. Specifically, it aims to (1) identify the common linguistic features of social media language used by students and (2) discuss how these features may influence ESL students’ grammatical awareness in formal writing contexts. While social media encourages communication, engagement, and language exposure, the transfer of informal language into academic writing may affect students’ ability to distinguish appropriate grammatical usage across contexts. Therefore, this paper highlights the importance of developing contextual language awareness and suggests integrating digital literacy with grammar instruction to support ESL learners in adapting their language use across communicative settings.
N. Zamani, Nur Amirah Nabihah Zainal Abidin, Susanna Bithiah Varma· International journal of res...· 0 citations
This article examines the influence of English on Vietnamese in the context of globalisation, with particular attention to lexical borrowing, code-switching, digital discourse, and language attitudes. Grounded in contact linguistics, sociolinguistic theory, and language ideology studies, the paper uses a qualitative design that combines naturalistic observation of public and digital language practices with a systematic review of recent scholarship on English-Vietnamese contact. The analysis shows that English influence is most visible in the lexical domain, especially in technology, education, business, and popular culture. English-Vietnamese code-switching is also widespread in youth-oriented and digitally mediated communication, where it serves pragmatic functions such as emphasis, brevity, and topic framing, as well as social functions such as identity performance and in-group solidarity. Syntactic and phonological influences appear more limited and register-specific, although Englishinfluenced discourse markers, passive constructions, and loanword pronunciation patterns are increasingly noticeable among proficient bilingual users. The study further indicates that attitudes toward English influence remain ambivalent: younger speakers often treat bilingual hybridity as a sign of modernity and global identity, while purist concerns persist in public and institutional discourse. The paper concludes with implications for Vietnamese language policy and English education.
Vu Mai Phuong· International Journal of Edu...· 0 citations
This study investigates the digital code-switching practices of English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Sorong, Indonesia, across three prominent social media platforms: WhatsApp, Instagram, and Facebook. Using a qualitative case study approach, the research draws on naturally occurring digital interactions and semi-structured interviews with eight purposively selected participants. Through an interactive analytical framework, the study identifies systematic patterns of inter-sentential and intra-sentential code-switching that function as intentional communicative strategies rather than indicators of linguistic inadequacy. The students employ code-switching to convey emotions, construct personal and social identities, enhance narrative expression, and manage audience relationships within digital environments. English commonly indexes prestige, global orientation, and emotional emphasis, whereas Indonesian maintains cultural resonance and interpersonal closeness. These practices reflect a translanguaging process shaped by the affordances of social media platforms and the multilingual ecology of Eastern Indonesia. The study contributes to ongoing discussions on digital multilingualism by emphasizing code-switching as an essential element of digital literacy and intercultural communicative competence.
I. Ibrahim, Muhammad Nur Ashar Asnur, Ita Suryaningsih et al.· Theory and Practice in Langu...· 0 citations
This article examines how phatic norms in Kazakh and English are condensed in the shift from face-to-face interaction to digital communication while preserving culturally specific meanings. It focuses on brief confirmations, forms of address, gratitude formulas, apologies, emojis, and other signals that sustain social connection. The topic is relevant because these markers are often interpreted differently in multilingual online environments, creating misunderstanding and latent tension. This is especially significant in international work teams, online education, and AI-mediated interaction, where recognition of phatic norms is essential. The study identifies similarities and differences in Kazakh and English phatic strategies used to open interaction, confirm participation, shape interpersonal effect, and close communication politely, while revealing the cultural codes underlying these practices. The material includes traditional communicative data, such as biys’ discourse, oratorical speech, and literary dialogues, together with digital data from messaging platforms, social networks, and workplace chats. The data were analyzed qualitatively from a pragmatic perspective, focusing on socially meaningful markers in short messages. The findings show that English phatic communication tends to rely on brief, neutral confirmations such as ok, sure, got it, and thanks. Kazakh phatic strategies more often preserve interpersonal warmth and dialogic balance through forms of address such as ağa and apa, gratitude formulas, and etiquette sensitive to age and status. The study shows that phatic communication functions as a culturally conditioned mechanism of digital social regulation. Its practical value lies in supporting online etiquette in multicultural teams and improving AI responses in the Kazakh-English language pair.
Unknown authors· Journal of Language Teaching...· 0 citations
In multilingual societies, speakers often express their emotions through the strategic use of more than one language instead of relying on a single language. This study investigates how multilingual speakers strategically utilize Urdu-English and Punjabi-English code-switching to express and manage emotions during authentic interactions. Using a qualitative research design this study purposively selected ten emotionally rich videos including Pakistani podcasts, interviews, and talk shows available on YouTube. To systematically analyse the data, this study applied an integrated analytical framework that combine Gumperz’s Interactional Sociolinguistics (1982), Martin and White’s Appraisal Theory (2005), and Pavlenko’s (2005, 2012) perspective on bilingual emotions. The findings show that code-switching is a purposeful way of communicating that helps speakers to express vulnerability, emotional assertion, emotional frustration, emotional negotiation, and interpersonal relationships. The findings also suggest that language alternation does not happen randomly. Instead, speakers switch languages based on emotional intensity, cultural meanings, and the goals of the interaction. English was commonly used by speakers for the expression of psychologically complex experiences, and reinforce evaluations, whereas Urdu and Punjabi provided the cultural and emotional foundation through which personal experiences were narrated. By integrating interactional, evaluative, and bilingual emotion perspectives into a single analytical framework, this study provides a more comprehensive understanding of code-switching and emotional expression than studies relying on a single framework. This study also provides empirical evidence from authentic Pakistani multilingual discourse, contributing to a deeper understanding of the relationship between language choice, identity, and emotions in multilingual communication.
D. Begum, Afia Tasneem Wasti, Syed Sabih Ul Hassan· Journal of Arts and Linguist...· 0 citations
This study examines the nature and function of code-switching among students in higher
institutions of learning in Adamawa State, Nigeria, a linguistically diverse region where English,
Hausa, Nigerian Pidgin, and indigenous languages interact in daily communication. Guided by
two research questions concerning the predominant structural patterns of code-switching and the
primary communicative and social functions it serves, and how both vary according to
participants' linguistic backgrounds, the study is anchored in Poplack's (1980) structural typology
and Gumperz's (1982) interactional sociolinguistic framework. It adopts a mixed-methods
sequential explanatory design, combining qualitative data from interviews with 60 students and
30 lecturers, focus group discussions, and classroom observations with quantitative data from a
Likert-scale questionnaire administered to 600 students across six higher institutions representing
Adamawa State's three geopolitical zones. Analysis of 1,247 recorded code-switching instances
shows that intra-sentential switching is the most frequent structural type (49.1%), followed by
inter-sentential switching (39.9%) and tag-switching (11.0%), with English-Hausa alternation
predominating and nouns and verbs constituting the most frequently switched syntactic categories.
Functionally, code-switching serves seven identifiable purposes, most prominently pedagogical
scaffolding, social solidarity, and affective expression, indicating that students deploy it as a
deliberate communicative strategy rather than a marker of linguistic deficiency. These findings
extend structural and functional models of code-switching to the underexplored north-eastern
Nigerian context.
Abba Gambo Zalima· International Journal of Eng...· 0 citations
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