Computer-Mediated Communication and the Rise of Facebook English: A Sociolinguistic Perspective to help Libyan English Department Universities Students
DOI:
https://doi.org/10.65405/ctz0jg85الكلمات المفتاحية:
Facebook English, Computer-Mediated Communication (CMC), Sociolinguistics, Libyan University Students, Digital Literacy, Language Variation, Academic Writing, Informal Registers, English as a Foreign Language (EFL), Social Media Linguisticsالملخص
In the era of digital communication, Facebook has emerged as a powerful platform influencing language use, particularly among university students. This study investigates the phenomenon of “Facebook English,” a distinctive digital variety marked by informal grammar, abbreviations, emoticons, and creative lexical formations. Focusing on Libyan English department students, the research explores the relationship between Facebook usage and its impact on academic writing, grammatical accuracy, and perceptions of language formality. Using a quantitative methods approach that includes surveys and statistical analysis, the findings reveal no significant correlation between Facebook use and academic English performance. However, gender and age differences were observed in the use and perception of Facebook English. The study emphasizes the need for language educators to integrate digital literacy and critical language awareness into curricula, enabling students to navigate both informal and academic registers effectively. These findings contribute to the broader understanding of computer-mediated communication and its pedagogical implications in EFL contexts.
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