Digital Communication Practices and Their Influence on English Language Use Among Students in Bauchi State

Abstract

The proliferation of digital communication technologies—particularly social media platforms, instant messaging applications, and mobile devices—has fundamentally transformed how young people engage with language. In Nigeria, where English functions as the official language and medium of instruction, the impact of digital communication practices on students' English language use has become a subject of growing concern among educators, policymakers, and parents. This mixed-methods study investigated the digital communication practices of secondary school students in Bauchi State, Nigeria, and examined the influence of these practices on their English language use, including writing conventions, vocabulary, grammar, and attitudes toward English. A census sample of 40 English teachers and a stratified random sample of 300 students (JS3 and SS2) from six secondary schools across Bauchi State (Bauchi, Tafawa Balewa, Toro, Dass, Bogoro, and Alkaleri LGAs) participated. Quantitative data were collected using the Digital Communication Practices Questionnaire (DCPQ, α=0.86), the English Language Influence Scale (ELIS, α=0.84), and the English Proficiency Test (EPT, KR-20=0.82). Qualitative data were gathered through semi-structured interviews with 20 teachers and 40 students, as well as analysis of students' social media writing samples. The findings reveal that digital communication is ubiquitous among students: 96% of respondents reported using WhatsApp, 88% reported using YouTube, and 72% reported using Facebook. The average daily screen time was 4.2 hours (SD=2.1). Students reported frequent use of digital language features including abbreviations (94%), non-standard spellings (88%), absence of punctuation (86%), and code-switching between English and Hausa (82%). A moderate negative correlation was found between frequency of digital communication and performance on formal English writing tasks (r = -0.51, p < .01), with students in the top quartile of digital language use scoring 31 percentage points lower on the EPT writing section compared to students in the bottom quartile. However, digital practices also showed positive influences: 76% of students reported that online English content (YouTube tutorials, educational websites) improved their vocabulary and comprehension. Teachers expressed concern about "digitalese" (abbreviated, non-standard English) transferring to formal academic writing, with 84% reporting that students increasingly use text-message abbreviations in examinations. Digital communication practices in Bauchi State have a dual influence on English language use: they facilitate access to English-language content and informal learning opportunities but simultaneously contribute to the erosion of standard writing conventions. The study concludes that rather than condemning digital language practices, educators should leverage them as pedagogical resources while explicitly teaching register awareness—the ability to distinguish between informal digital communication and formal academic writing. Integrate digital literacy into English curriculum; train teachers to address "digitalese" constructively; develop context-appropriate materials that bridge informal and formal English; and conduct parental awareness programs on monitoring students' digital engagement.