The use of English abbreviations on WhatsApp amongst university students in Zimbabwe
List of Authors
  • Mukenge, Clemenciana

Keyword
  • Abbreviations, English Language Proficiency, Social Media, WhatsApp, Zimbabwe

Abstract
  • This study explores the utilization of WhatsApp abbreviations among university students in Zimbabwe and its implications for English language proficiency. Using a mixed-methods approach, combining semi-structured interviews with 30 university students in Zimbabwe and Content Analysis of selected WhatsApp messages, this study investigates the nature, purpose, and implications of abbreviation usage on students’ language skills. The findings reveal that while abbreviations facilitate efficient communication and social cohesion, they also simplify language, reduce vocabulary development and grammatical accuracy, and blur the distinction between formal and informal communication, potentially eroding formal language skills, particularly for non-native English speakers. The study highlights the need for educators to implement a multifaceted approach, incorporating digital literacy, context-dependent language use, vocabulary and grammar development, linguistic flexibility awareness, and balanced communication practices to reconcile digital communication demands with linguistic efficacy goals. These findings have positive and negative implications on students’ overall language proficiency. The study’s limitations include using a relatively small sample (30 students) and focusing solely on WhatsApp abbreviations, excluding other social media platforms. Future studies should aim to recruit a larger sample and explore a broader range of social media platforms.

Reference
  • 1. Achouak, C. (2023). The effect of English slang language on EFL students writing skill. The case study of third year students at Biskra University. [Unpublished master’s thesis]. Briska University.
    2. Ahmed, S. N., Abbas, F., & Qureshi, A. M. (2021). The use of social networking sites in English language education: An exploratory study using SWOT analysis technique. Psychology and Education, 58(1), 4640–4650. https://doi.org/10.17762/pae.v58i1.1586
    3. Alazzawie, A. (2022). The linguistic and situational features of WhatsApp messages among high school and university Canadian students. SAGE Open, 12(1), 215824402210821. https://doi.org/10.1177/21582440221082124
    4. Alghamdy, R. Z. (2019). The impact of mobile language learning (WhatsApp) on EFL context: Outcomes and perceptions. International Journal of English Linguistics, 9(2), 128–135.
    5. Almuttalibi, N. (2023). Social media and language evolution: A review of current theoretical efforts on communication and language change. Nasaq Journal, 39(1), 1355–1361. Retrieved from https://www.researchgate.net/publication/374368096
    6. Aktas, B. Ç., & Can, Y. (2019). The effect of “WhatsApp” usage on the attitudes of students toward English self-efficacy and English courses in Foreign Language Education outside the school. International Electronic Journal of Elementary Education, 11(3), 247–256. http://dx.doi.org/10.26822/iejee.2019349249
    7. Bensalem, E. (2018). The impact of WhatsApp on EFL students’ vocabulary learning. Arab World English Journal (AWEJ), 9(1), 23–38. https://dx.doi.org/10.24093/awej/vol9no1.1
    8. Briones, S. H., Abundo, L. V., Quiñones, P. S., Regilme, K. M. D., Catalan Jr, J. C., Cañeza, D. C. B., & Ocampo, D. M. (2024,). Effects of colloquial language on the writing skills of grade 11 students. Journal of English Education Forum (JEEF), 4(2), 70–78). https://doi.org/10.29303/jeef.v4i2.672
    9. De De Jonge, S., & Kemp, N. (2012). Text‐message abbreviations and language skills in high school and university students. Journal of Research in Reading, 35(1), 49–68. https://doi.org/10.1111/j.1467-9817.2010.01466.x
    10. Esteron, M. A. S. (2021). Different language usage on social media. International Journal of Advanced Engineering, Management and Science, 7(3), 093–104. https://doi.org/10.22161/ijaems.73.12
    11. Hasmawati, F., Samiha, Y. T., Razzaq, A., & Anshari, M. (2020). Understanding nomophobia among digital natives: Characteristics and challenges. Journal of Critical Reviews, 7(13), 122–131. http://dx.doi.org/10.31838/jcr.07.13.22
    12. Hollington, A., & Nassenstein, N. (2015). 1. Youth language practices in Africa as creative manifestations of fluid repertoires and markers of speakers’ social identity. In N. Nassenstein & A. Hollington (Eds.), Youth language practices in Africa and beyond (pp. 1–22). De Gruyter.
    13. Jassim, H. (2023). The impact of social media on language and communication. Dogo Rangsang Research Journal, 13(7), 1–3.
    14. Kamati, N. N. (2019). A corpus linguistics study of the nativisation of the English language at the Namibia University of Science and Technology. [Unpublished doctoral dissertation] Namibia University of Science and Technology.
    15. Manurung, J., Napitupulu, M. H., & Simangunsong, H. (2022). Exploring the impact of slang usage among students on WhatsApp: A digital linguistic analysis. Jurnal Ilmu Pendidikan dan Humaniora, 11(2), 153–169. https://doi.org/10.35335/jiph.v11i2.21
    16. Mohsin, L. A., Afzal, M. I., Ahmed, F., Deeba, F., & Azhar, M. A. (2023). (De) Constructing the linguistic identity of undergraduate level English as second language learners: Revisiting the language identities Urdu and English. Journal of Namibian Studies: History Politics Culture, 33, 5176–5185. https://doi.org/10.59670/jns.v33i.4406
    17. Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 221–226 https://doi.org/10.1108/PRR-10-2021-0060
    18. Naghdipour, B., & Manca, S. (2023). Teaching presence in students’ WhatsApp groups: Affordances for language learning. E-learning and Digital Media, 20(3), 282–299. https://doi.org/10.1177/20427530221107968
    19. Ne’matullah, K., & Ne’matullah, B. (2017). A study on the usage of abbreviations and acronyms from WhatsApp language on formal English writing among diploma TESL students. In National Pre-University Seminar Proceedings (pp. 105–115). Retrieved from https://www.researchgate.net/publication/356490092
    20. Ngulube, I. E., & Nwamaka, C. S. (2023). Standard English and the distortion introduced by social media short messages. International Journal of Literature, Language and Linguistics, 6, 11–44. https://doi.org/10.52589/IJLLL-RK4S7QUR
    21. Perez, E., Manca, S., Fernández-Pascual, R., & Mc Guckin, C. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies, 28(9), 11921–11950. https://doi.org/10.1007/s10639-023-11647-2
    22. Purcell, K., Buchanan, J., & Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools. Washington, DC: Pew Research Center, 16, 1–114. Retrieved from http://pewinternet.org/Reports/2013/Teachers-technology-and-writing
    23. Qian, D. D., & Lin, L. H. F. (2020). The relationship between vocabulary knowledge and language proficiency. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 66–80). Taylor & Francis. https://doi.org/10.4324/9780429291586-5
    24. Sarwat, S., Kaleemullah, S., Ullah, N., & Bhuttah, T. M. (2021). Effect of WhatsApp on English language academic writing skill: A gender-based study. Multicultural Education, I(5), 419–426. https://doi.org/10.5281/zenodo.4912367
    25. Shilling, A. J. (2020). Exploring the use of mobile language learning technology as a means for urban Indigenous youth to connect to identity and culture. [Unpublished doctoral dissertation]. University of British Columbia.
    26. Shorey, S., Vyugina, D., Waechter, N., & Dolev, N. (2024). Communication preferences and behaviors. In C. Seemiller and M. Grace (Eds.), Gen Z Around the World (pp. 31–42). Emerald Publishing Limited.
    27. Tan, S., & Yunus, M. (2023). Sustaining English language education with social networking sites (SNSs): A systematic review. Sustainability, 15(7), 5710. https://doi.org/10.3390/su15075710
    28. Verheijen, L. (2013). The effects of text messaging and instant messaging on literacy. English studies, 94(5), 582–602. https://doi.org/10.1080/0013838X.2013.795737
    29. Yuna D., Xiaokun L., Jianing L., & Lu, H. (2022). Cross-cultural communication on social media: Review from the perspective of cultural psychology and neuroscience. Frontiers in Psychology. 13, 858900. https://doi.org/10.3389/fpsyg.2022.858900
    30. Yashvini, M. K. (2023). A study on the usage of textism through WhatsApp and the influence it has on one’s writing skills among undergraduates [Unpublished final year project]. Universiti Tunku Abdul Rahman.