Journal of Linguistics and Language Teaching
Volume 15 (2024) Issue 2
The
Impact of Anglicisms on Ukrainian Undergraduates as Consumers of
Social Media Content
Yasser A. S. Al Tamimi (Riyadh, Saudi Arabia) & Yanina Lisun (Kyiv, Ukraine)
Abstract
This study investigates the use of English
as a non-native language in communication and media consumption on
social networks. It further examines the interaction between native
and foreign languages within the linguistic environment of a
Ukrainian academic institution. Additionally, it explores perceptions
of English in media content creation and its role in modern marketing
and public relations strategies employed by the institution through
social networks. Based on descriptive analysis, using Google
Analytics tools, of a survey of 385 Ukrainian university matriculated
and prospective students, the study reveals a high diffusion rate of
English as a foreign language and a relatively high level of
proficiency, averaging between B1 and B2 (on the CEFR Global Scale)
among 75% of the target audiences, which creates favourable
conditions for English use in the processes of communication and
creation of media content for the Ukrainian higher education
institution. These results reveal the effectiveness of integrating
the study of English as a non-native language into personal
communications, media content creation, and communications of higher
education institutions with students and applicants via social
networks. The study suggests that higher education institutions
should leverage the high level of English proficiency among students
to enhance academic and media communication strategies. Furthermore,
aligning institutional content with students' linguistic practices
can strengthen engagement and improve overall communication
effectiveness.
Keywords:
English language, language environment, student context, social
network communication, media content, higher education institutions
1 Introduction
In modern societies, communication is
crucial for advancing fundamental processes, particularly in
economics, marketing, and social interactions. The rapid advancement
of digital technologies has significantly impacted the volume, forms,
and speed of information consumption and the nature of media content.
The COVID-19 pandemic has intensified these
processes, significantly increasing the engagement of all
stakeholders in the communication ecosystem: content creators,
consumers, and distributors (including channels and platforms that
facilitate the distribution of media content, such as websites and
social networks). As a result, the significance of language and
social networks in shaping the media environment and constructing
effective communication during crises – such as the COVID-19
pandemic from 2020 to 2022 and the conflict in Ukraine in 2022 –
has increased substantially.
Within the context of social networks, an
individual can simultaneously act both as a generator and a consumer
of media content. Communication can be established in both one-on-one
interactions and group settings, such as social network groups.
Communication channels, including internet platforms such as
Facebook, Messenger, Twitter, YouTube, WhatsApp, Google+, Instagram,
and blogs, significantly determine or influence the form and style of
content. YouTube and TikTok, in particular, provide video formats
with specific technical specifications for media content. In
contrast, platforms such as Facebook, Instagram, and Pinterest are
oriented toward graphic content. Additionally, various messaging
applications like Telegram and WhatsApp facilitate the combination of
diverse forms of content, serving as supplementary or alternative
communication channels.
2 Literature Review
The language of communication is
indispensable to media content consumption and social interaction as
a primary means of conveying messages. Consequently, visual content,
copywriting, and their effective combinations are prioritised as
practical tools in contemporary social media and marketing
communications.
Media content creation plays a pivotal role
both in the substance and functionality of social networks (Safori et
al. 2023, Madio & Quinn 2023). As a result, numerous studies have
investigated user behaviour related to content creation and
information dissemination within these platforms (e.g., Jacobson &
Harrison 2021).
Numerous studies have explored the
behavioural characteristics and social interactions of users on
social networks (Li, et al. 2013, Gil de Zúñiga et al. 2023,
Seidman 2020). Additionally, extensive research has been conducted on
the role of youth in content creation and communication on social
media (Sirmayanti et al. 2022, Stepnik 2023). Scholars have also
examined young people's perceptions of content personalisation on
social networks (Claes et al. 2021), students' use of English for
communication on these platforms (Thurairaj et al. 2014), and the
cultural aspects of students' language use (Hussien 2018). Moreover,
studies have investigated the impact of social media on the
competence of international students (Alharthi 2023) and the social
network usage and Internet communication practices of adolescents
(Cingel et al. 2014).
Young people, who are predominantly engaged
in the learning process in economically developed countries and often
represent the primary audience for higher education institutions, are
deeply immersed in digital technologies and social networks. As a
result, the role of communication by higher education institutions on
social networks has become more and more important (Fürst et al.
2021, Fürst et al. 2022, Capriotti et al. 2023, Sörensen, et al.
2023).
Language serves as a fundamental means of
communication both in the educational process and within social
networks. This has led to analyses of language from systemic,
cultural, and pragmatic perspectives. Consequently, the linguistic
dimensions of media content creation and consumption are inherently
interdisciplinary and extensively addressed in scientific research.
Specifically, studies encompass a range of topics, including
language, communications, modern digital technologies, network
communications, and online communities:
Functional
aspects of language communication in social networks and content
creation:
English
language and social media content (Thurairaj
et al.
2020),
using different languages on social media (Esteron 2021),
the association between screen media quantity, content, context and
language development (Alroqi
et al.
2022,
Al Tamimi & Malik 2020);
Functional aspects of social network
individual or group language communication (Adrianto & Ariesta
2022); language and behaviour in social networks (Preoţiuc-Pietro
et al. 2015);
The impact of social media on the English
language (Thurairaj et al. 2014, Sharma 2017, Saeed 2021, Sultan
2023).
Mental health, emotional, and moral
aspects of language communication:
Emotions in social media and language as
a transmission medium (Mehrotra & Chawla 2021, Wang & Lee
2020);
The moral aspect of language
communication in social networks, specifically the identification
of offensive language in Twitter media content (Seemann et al.
2023); overuse of moral language reduces engagement with social
media content (Candia-Castro et al. 2022);
Mental health status, language use and
social media behaviour patterns (Przepiorka et al. 2021).
Applied
linguistics and sociolinguistics:
Interdisciplinary research on the effects
of applied linguistics, sociolinguistics, anthropology, technology,
communication studies, and cognitive and behavioural psychology on
language use (Fareen 2020);
The use of native and non-native English
in communication and its influence and interaction with national
languages (Rahmatullah, 2020, Al Tamimi & Smith 2023, Fareen
2020, Al-Rojaie 2023);
Semantic changes in the English language
and neologisms in social networks (Jahan & Irfan 2021).
Digital technologies and learning English:
Texting behaviour and language skills in
children and adults (Waldron et al. 2015), text messaging effects
on literacy (Verheijen 2013), grammar in text messaging (Wood et
al. 2014);
Digital technologies and social networks
as a tool for learning English (Qadi 2021, Wannas & Hassan
2023, Amin et al. 2020, Abbasi 2020, Cabillon 2023, Yadav 2021,
Hanim 2021, Voyce Li 2017).
Despite the wealth of research on this
topic, there is a need for further investigation into the theory and
practice of anglicisms and their impact on students as consumers of
media content on social networks. An important task is to synthesise
practical experiences related to the use and perception of anglicisms
in media content and communication within social networks among
non-native English-speaking students and applicants. Consequently,
concepts related to media content, such as content form, presentation
style, linguistic components, and communication language, are being
re-evaluated. Also, despite the multitude of studies on the topic,
little is still known about the impact of anglicism on Ukrainian
college students as social media content consumers. This paucity
constitutes a gap in the literature that the present study attempts
to bridge.
The status of English as a lingua
franca opens up new
opportunities for media presence, communication, learning, business,
and audience engagement. The proliferation of the English language is
accelerating alongside the growth of social networking sites.
In a communication environment where
English is not the native language for the majority of the audience,
further research is needed on the use of English in developing
communications and creating media content.
Under current conditions in education,
presence in the media space and the construction of communication in
English are equally important for individuals (e.g., students,
teachers) and groups (e.g., student groups, university departments,
and higher education institutions as a whole).
Using English in creating media content in
higher education institutions and its use by the target audience,
college, and prospective students, is becoming an imperative task for
these institutions. Specifically, aspects of the speech profile of
the target audience, such as the native language of communication and
its use, foreign languages spoken by the target audience, the level
of foreign language proficiency, and characteristics of the language
environment, require additional investigation.
Due to the importance of technical support
in facilitating communication between the university and its target
audience, in the present study, the researchers evaluated the number
of communication channels (a list of the most frequently used social
networks), time, frequency of communication via networks, and
technical means of communication.
3 The Study
3.1 Objectives
This study focuses on the communication
process performed by students of higher education institutions (HEIs)
and prospective students on social networks.
Its subject is the linguistic aspect of
communication, particularly the use of English and anglicisms in
creating and consuming media content on social networks by non-native
English-speaking students at higher education institutions (HEIs).
The
primary objective of the present study is to determine the role of
the English language in young people’s consumption of media
content, including education and training, to improve public
relations and marketing communications between higher education
institutions and their target audience. This endeavour involves
determining the nature of the impact of English (a non-native
language of contact for the audience under investigation) on the
Ukrainian language.
To achieve these objectives, the following
scientific issues were examined and addressed:
The linguistic environment of the target
audience, including college and prospective students, with a focus
on their native language, their overall language environment, and
their proficiency in both foreign and native languages.
The perception and utilisation of the
English language in media content creation by higher education
institutions (HEIs) for an audience of non-native English speakers.
The use among students and prospective
students of Ukrainian social networks, which higher education
institutions use as modern marketing and public relations channels.
The potential impact of English, as a
prominent and contemporary language, on the Ukrainian language.
3.2 Participants
The target population in the present was
students of Kyiv National University of Trade and Economics (State
University of Trade and Economics—KNUTE ),
Kyiv, Ukraine. The medium of instruction at KNUTE is Ukrainian. That
is, English is not the native language of communication of the target
population in this study, which is the reason behind choosing the
target audience.
A sample of 385
respondents participated in the study. 22.7% were males, and 77.3%
were females, ranging in age from 15 to 27 years old, with age groups
15-16 (9.4%), 17-18 (58.4), 19-21 (28.1%) and 22-27 (4.1%), with a
mean age of 19.31 years old. The data were obtained from October to
December 2021 by processing a random sample of KNUTE undergraduate
students (from level one to five) enrolled in various programs and
courses and their peers and acquaintances aspiring to join the
university (prospective students).
The survey was
conducted in Kyiv, the capital of Ukraine, based on the location of
the State University of Trade and Economics. The target sample of
students represented a variety of academic disciplines, including
marketing, journalism, commerce and business, IT technology, finance,
and accounting. During the survey, students mainly studied online in
Kyiv, while others were in different regions of Ukraine. Using a
Google online survey form allowed us to attract respondents from
various geographic areas.
As the sample for
this study is composed of college students and prospective college
students, older age groups, such as university academic or
administrative staff and parents, are not represented. However, the
collected data was triangulated from various perspectives so that the
analysis could provide a comprehensive understanding of the overall
situation.
3.3 Methodology
In line with Haque (2017), the methodology
used in the present study adopts the following steps:
A brief exposition of the research design
and formulation of the research hypotheses;
Characteristics of the target audience;
Descriptions of the instrumentation system
(methodology and procedure);
Analysis procedure;
Conclusions based on the results of the
study and prospects for further research.
The present study represents a theoretical
and quantitative analysis of the corpus of data collected, using a
questionnaire as a primary research instrument, analysed with Google
Analytics tools. In the course of their research, the researchers
speculated on the following hypotheses:
Hypothesis 1
The adoption of anglicisms and the
influence of the English language have a significant impact on the
Ukrainian language, potentially affecting linguistic purity and
native language practices.
Hypothesis 2
The use of social media contributes
positively to language communication among Ukrainian youth. It
facilitates language exchange and the integration of new linguistic
elements.
Hypothesis 3
There is a positive correlation between
English and Ukrainian proficiency, social media use, and how young
people in Ukraine consume and adapt media content in their native
language.
Google Forms, a web-based survey, was used
to collect the data. After the survey was designed, respondents were
sent an Internet link to access and complete the survey. The
resulting facts and figures were subsequently evaluated. The ten
qualitative and quantitative survey questions were categorised into
three parts, as illustrated below and presented in Tables 1 to 3.
Part
1: Language environment as a basis for introducing and using English
in Ukraine:
Question
1: What is the relationship between the characteristics of language
milieu and the introduction of anglicism in Ukraine?
Question
2: What is the relationship between the level of English proficiency
in Ukraine and the introduction of Anglicism?
Part
2: The use and perception of Anglicisms in the Ukrainian language and
media:
Question
3: How are anglicisms perceived in communication and media content in
Ukraine?
Question
4: What is the level of English influence on the Ukrainian language?
Question
5: What are the reasons for the diffusion of anglicisms into the
Ukrainian language?
Question
6: What is the catalyst for the accelerated diffusion of anglicisms
into Ukrainian?
Question
7: Does the use of anglicisms affect an individual’s Ukrainian
language and speech? And if so, was the effect positive or negative?
Part
3: The target audience’s language environment in social networks:
Question
8: Are there any differences between face-to-face- and social-media
language communication?
Question
9: What are the reasons for using English in social networks?
Question
10: Does social network communication affect speech? If so, in what
way?
The study was conducted during the COVID-19
pandemic, so predominantly multiple-choice quantitative questions
were incorporated to ensure the convenience of the survey procedures.
Answering several qualitative questions might seem tedious to
respondents, but they eventually offered the required data corpus for
answering the research questions.
The raw online survey data collected from
Kunet’s students and prospective students in the three-part context
established above were sorted out, cleaned, organised according to
the respective survey questions, statistically analysed using Google
Analytics tools, interpreted, and presented in tables throughout the
discussion.
The methodological choices in this study
align closely with its objectives. Focusing on HEI students and
prospective students, particularly at KNUTE, enables a targeted
exploration of the impact of English on a non-native Ukrainian
linguistic environment. The quantitative approach and the large
sample size (385 respondents) enhance the robustness of the findings,
while the online survey format facilitated participation from
different regions, thereby increasing the representativeness of the
data.
Structured around three specific
hypotheses, the study systematically examines the influence of
anglicisms, language exchange on social media, and the correlation
between English and Ukrainian proficiency. This focused,
hypothesis-driven framework allowed for clear and thorough analysis,
supported by Google Analytics, to capture key linguistic patterns and
effectively address the study's research objectives.
3.4. Limitations
The results of the study should be
considered with a number of limitations. Firstly, there was a delay
of almost four years between data collection and publication, mainly
due to unforeseen challenges arising from the ongoing conflict in
Ukraine. This disruption necessitated the relocation of one of the
authors and resulted in resource constraints, which affected the
timeline of the manuscript and may affect the immediacy of its
findings.
Furthermore, as the study focuses on a
single institution, the Kyiv National University of Trade and
Economics, its findings may not fully capture the linguistic
behaviours and attitudes of students across other Ukrainian
institutions. The reliance on self-reported data is another
limitation, as it may introduce subjective biases, particularly in
self-assessments of language proficiency and media use. These
considerations underscore the need for cautious interpretation and
suggest that future research might benefit from a larger sample to
provide a more representative view of the influence of English on
Ukrainian media and communication.
5 Results and Discussion
5.1 Language Environment as a Basis for
Introducing and Using English in Ukraine
The table summarises the responses of the
385 participants to the survey questions on mother tongue, daily
linguistic environment, foreign languages spoken, foreign language
proficiency and use of spelling and grammar checking tools in
communication. These data provide a basic insight into the role of
English in Ukraine's multilingual landscape, showing how factors such
as linguistic environment, mother tongue use, foreign language choice
and the use of language support tools contribute to the use of
English by Ukrainian students.
Table
1: Language Background, Environment, and Foreign Language Proficiency
of Respondents
As shown in the table above, almost half of
the respondents (49.9%) considered their daily language environment
to be multilingual. This context is likely to support English as a
bridge language, adaptable to a variety of interactions and media. In
addition, while 28.1% of respondents said their primary language was
the same as their daily communication language, 22.0% said they used
another language in their daily interactions. This balance between
monolingual and multilingual experiences underpins a willingness to
integrate English into everyday life, especially in different
communication contexts.
In terms of mother tongue, as shown in
Table 1, 47.4% of respondents identified Ukrainian as their primary
language, 12.0% identified Russian, and 39.6% reported using both
Ukrainian and Russian. These figures reveal the complex linguistic
environment in which the students operate, with a significant
proportion of students balancing bilingual communication. The
linguistic diversity of their environment thus supports the
integration of English as a lingua franca in both formal and informal
settings.
The preference for English as a foreign
language is clearly strong, with 97.1% of respondents claiming
proficiency, as shown in Table 1. German, French, Russian, Spanish
and Polish also appeared as secondary choices, but with significantly
lower prevalence. When self-assessing their foreign language
proficiency, around 75% of respondents rated their skills at the
B1-B2 level (36.5% at B1 and 39.1% at B2), suggesting a solid
foundation for using English in various domains, including
face-to-face communication, social networking and media creation.
This level of proficiency is in line with the growing influence of
English globally and strengthens its presence in the digital and
media sectors in Ukraine.
Another interesting insight from Table 1 is
the use of spelling and grammar checking tools, with 64.6% of
respondents using these tools to support accurate writing. This
practice highlights the importance placed on grammatical accuracy and
may indicate that some students are uncertain about their language
skills. However, the 34.1% who do not use these tools may reflect a
high level of confidence in their language skills or a preference for
unaided writing.
In summary, the results presented in Table
1 illustrate that the combination of a multilingual environment,
bilingualism in the mother tongue and a high level of English
proficiency supports the integration and use of English among
Ukrainian students, especially in communication and media-related
contexts.
5.2 Use and Perception of Anglicisms in
the Ukrainian Language and Media
This section presents and discusses the
results in response to the survey questions listed in Table 2 below,
focusing on the use of anglicisms, linguistic interference, and
reasons for using English.
5.2.1 Anglicisms and the Use of English
As Table 2 below shows, a significant
proportion of respondents, 68.5%, said they fully understood the
importance of English in media communication and content. At the same
time, however, a quarter of the 385 respondents (25%) said that they
ignored and did not pay attention to English. In addition, 4.2% of
respondents said they did not understand the importance of anglicisms
and the potential discomfort they can cause. This group also
expressed difficulty in grasping the broader meaning of English
terms, which contributed to their discomfort with the use of
anglicisms in communication.
The self-assessment results, as presented
in Table 1, show that 58.6% of respondents frequently encountered
English as a language of media content, and a significant proportion
(40.6%) reported that they only sometimes encountered it. This result
reflects the fact that Anglicisms are actively integrated into the
Ukrainian language. However, the results of such self-assessments can
be subjective and influenced by the communication channels and
audience characteristics with which respondents engage:
Table
2: Use and Perception of Anglicisms
5.2.2 Reasons for Using English
The following responses were obtained from
an analysis of the subjects’ responses to the question “Why do
users of social networks constantly replace English words for lexical
items that have Ukrainian-language equivalents?
As demonstrated in Table 2, Anglicisms are
more meaningful and effective to use (59.1%); English is perceived as
a more fashionable or trendy style of communication (53.1%);
anglicisms create a distinct emotional flavour in communication
(40.9%) and sound better (32.0%). In addition, 30.7% of respondents
cited some inertia of the Ukrainian language regarding the use
of technological terminology as a reason for the diffusion of
English, and most current terms in the digital sphere are
ubiquitously present in English.
84.6% of respondents considered the
popularity and prevalence of English to be the most influential
factors underlying the English diffusion process. In addition,
opinion leaders and celebrities (45.6%), as well as advertising by
well-known brands (26.6%), have a significant influence on this
diffusion into the Ukrainian language and media content (Table 2
above).
5.2.3 The Influence of English on
Facilitating Communication and the Ukrainian Language
In particular, the evaluation of the impact
of English in facilitating communication is somewhat abstract and
subjective. As a result, a substantial proportion of respondents
(53.1%) were unable to assess this effect on their own speech.
However, 34.7% indicated a positive influence, 9.1% a negative
influence, and 3.1% no influence, at all.
Among the target audience, both positive
(6.5%) and negative (12.2%) effects of the English language on the
Ukrainian language were identified. 1.2% of respondents indicated the
existence of both positive and negative effects. In conclusion,
almost half of the respondents (49.3%) considered the use of English
as a modern process, regardless of the reasons for its spread. 30.7%
of respondents observed a better understanding and promotion of
easier to explain technical terms in English.
5.3 The target Audience’s Language
Environment on Social Media
This subsection discusses and presents the
results obtained concerning anglicisms and their use in social media
and Internet communication, as shown in Table 3 below.
5.3.1 The Use of Social Media
From the sample of 385 matriculated
and prospective students, we found that all students used at least
one social media site. Instagram (94.5%), Telegram (98.7%), YouTube
(89.8%), Facebook (27.3%), and Twitter (13.8%) were among the sites
used by respondents as media consumers and for academic purposes. In
addition, TikTok had a user base of 3.5% of respondents, while
WhatsApp, Viber, Snapchat, and LinkedIn had a user base of 0.6%.
The respondents widely use social media:
71.4 % have been active on social media for more than five years,
23.4% for three to five years, 4.7% for one to three years, and 0.5%
for less than one year (Table 3 below).
Respondents reported the following daily
social media usage: 52.9% are “always ready for communication”,
19.5% devote three to five hours per day, 21.1% devote one to two
hours, and 6.5% devote less than one hour. Unsurprisingly, none of
the respondents reported zero hours spent on social networks.
Consequently, the consumption levels for around-the-clock
communication are the highest. The number of social media used
by the respondents is at least three (Telegram, Instagram,
YouTube), as shown in Table 3.
All respondents (100%) reported using
a social media website on a laptop, which increased the
approachability and flexibility of communication. However,
69.5% utilised mobile devices, and only 6.3% used tablets.
5.3.2 Language of Communication and
Social Media
According to the results, 69.5% of
respondents identified Russian as the dominant language of
communication on social networks, Ukrainian (25.0%), and English
(2.3%), as only 0.3% of respondents mostly speak it. In addition,
about 3.0% of respondents used several languages simultaneously:
Table
3: The Language of the Target Audience in Social Networks
The fact that Ukraine is not an
English-speaking country explains the low percentage of respondents
who use English as a language of communication on social networks.
Here, English is used mainly for international cooperation by
government agencies. According to students' self-assessment results,
however, there is a relatively significant level of English language
proficiency among respondents (B1 - 36.5%) and B2 - 39.1%, as shown
in Table 1).
The outcome of student's responses
regarding the use of Russian is indicative. 69.5% of respondents use
it when communicating on social networks. The use of the term
reflects the freedom to choose the language of communication, as
media coverage of Russia's military aggression against Ukraine and
allegations of oppression of the Russian-speaking population has
intensified. It has to be remembered that the present study was
conducted in November-December 2021, shortly before the Russian
military aggression against Ukraine in February 2022.
Most respondents (66.1%) attributed using
English for social network communication to the ease of identifying
concepts in this language. 13.0% related it to its function as a
means of communication with their peers, while 8.3% related it to its
status as being in fashion. Approximately 3.8% of respondents did not
speak English in the first place.
The most significant proportion of
respondents (58.9%) reported that they "sometimes" used
English, and 35.2% said they often used it. Nevertheless, 0.3% of
respondents did not use English or used it very little (Table 3).
As shown in Table 3, 29.7% of respondents
thought that communication on social networks improved their language
and 12.0% thought that it made their language worse. At the same
time, 45.4% found it difficult to make a connection and only 1.2%
reported no effect. The small proportion of 1.2% could be attributed
to respondents who maintained a strong separation between their
online communication and everyday speech, or those who had not
experienced any noticeable changes in their language as a result of
social media.
5 Conclusions
In the past few decades, social media have
become an integral part of human life. This process intensified
considerably during the Covid-19 pandemic. Different target groups
consume media content depending on their needs and interests.
Therefore, the content, form of presentation, and language of media
content are becoming increasingly essential. The language of the
information message is one of the factors that determines the
effectiveness of communication.
This study has examined KNUTE matriculated
and prospective students’ use of English as a non-native language
in communicating and consuming media content, as well as their
command of foreign languages, their language proficiency, and their
perceptions to identify the relationship between their English
proficiency and the use of anglicism in the Ukrainian language during
their communication processes and consumption of social media
content.
The study concludes with a high diffusion
rate of English as a foreign language into the subjects’
communication content and their significantly increased proficiency
levels, averaging between B1 and B2 among 75% of the target
audiences, which creates favourable conditions for the use of English
in communication and the creation of media content for Ukrainian
higher education institutions. At the top of the list was the
prominence and prevalence of the English language (84.5% of
respondents), the influence of opinion leaders and personalities
(45.6%) and, finally, advertising by well-known brands (26.6%). In
addition, Telegram (98.7%), Instagram (94.5%), YouTube (89.8%),
Facebook (27.3%), and Twitter (13%) were identified as the most
prominent social networks employed by respondents for communication.
The majority of respondents (66.1%)
attributed their use of anglicism to the simplicity of concept
identification in English, 13% to English being the communication
language of their peers, and 8.2% to English being fashionable and
part of their lifestyle. Only 3.8% of respondents indicated never
using English.
These conclusions demonstrate the
effectiveness of integrating English as a foreign language into
students' personal communication, the creation of media content and
higher education institutions' communication with students and
applicants via social networks.
The most important aspect of this study is
its usefulness to higher education institutions as leading creators
of media content. (e.g. in advertising on the education market), to
academics in their quest to provide students with effective teaching
content and guidance to develop their language skills. Undoubtedly,
this enlightened management will benefit them as consumers and users
of social media in their learning, studying, working and
communicating.
The findings of this study underscore the
increasing prevalence of English in the communication practices of
Ukrainian students, particularly in relation to social media
consumption. The high level of English proficiency observed among
participants, with a significant proportion in the B1-B2 range,
suggests a substantial opportunity for HEIs to integrate English
more thoroughly into their academic provision. Institutions should
consider the strategic integration of English-language content in
both curriculum design and digital resources, ensuring that the
language of instruction and communication is appropriate to students'
proficiency levels and media consumption habits.
Furthermore, the widespread use of
anglicisms in students' everyday communication, driven by their
perceived ease of concept identification and the influence of peer
groups, suggests that English terms are becoming an integral part of
students' lexicon. This trend presents both an opportunity and a
challenge for higher education institutions, particularly in terms of
maintaining linguistic standards while embracing the pragmatic use of
anglicisms. Educational content that incorporates both English and
Ukrainian terms should be considered, balancing linguistic
authenticity with the evolving linguistic landscape of students.
The dominance of social media platforms
such as Telegram, Instagram and YouTube in students' communication
practices highlights the importance of these channels for effective
engagement. Higher education institutions should recognise the role
of digital media in students' academic lives and develop targeted
strategies to use these platforms to promote academic content and
foster language development. Given the influence of opinion leaders
and brand advertising, universities need to keep abreast of global
media trends and students' changing language practices in order to
remain relevant in their communication strategies.
Ultimately, these findings suggest that
higher education institutions need to adopt a more nuanced approach
to language policy and media engagement, ensuring that their
communication strategies reflect the linguistic and cultural
realities of a globalised, digitally connected student body. By
aligning institutional content with students' language practices,
universities can enhance both academic communication and student
engagement, fostering a more effective learning environment.
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Authors:
Yasser A. S. Al Tamimi
Associate Professor of Linguistics
English Department
College of Science and General Studies
Alfaisal University
Riyadh
Saudi Arabia
ORCID ID: 0000-0003-3041-8793
Email: yaltamimi@alfaisal.edu
Yanina Lisun
Associate Professor of Economic Sciences
Department of Journalism and Advertising
State University of Trade and Economics
Kyiv
Ukraine
ORCID ID: 0000-0003-0823-7283
Email: yaninalissun@gmail.com
