English Cyberlanguage and its Implications for Saudi EFL Learners: A Case Study

Background/purpose. This exploratory study integrates quantitative and qualitative approaches to investigate various facets of cyberlanguage usage, including its types, reasons for use, frequency in daily communication, student attitudes, and its effects on formal writing proficiency.

Materials/methods. Quantitative data was collected through a structured questionnaire designed to assess participants' usage and attitudes towards cyberlanguage. Qualitative data was gathered through participant observation in a WhatsApp group, supplemented by semi-structured interviews exploring individual experiences. Additionally, content analysis was conducted on written communications within the group to identify patterns in cyberlanguage usage. A purposive sampling method targeted twenty Saudi learners aged 15-18, proficient in English as a foreign language, and active WhatsApp users.

Results. The study revealed a significant prevalence of cyberlanguage among Saudi learners aged 15-18, with 55% of respondents using it to expedite communication. Various forms of cyberlanguage, including abbreviations and emoticons, were commonly employed in digital writing. While most participants recognized its utility, opinions on its classification as a legitimate language varied, reflecting ongoing debates in academic circles. Additionally, a majority acknowledged the impact of cyberlanguage on their formal writing skills, with many integrating informal language into academic contexts. This indicates growing acceptance of cyberlanguage and its influence on traditional language norms.

Conclusion. The research accentuates the importance of recognizing cyberlanguage as a distinct mode of communication in the digital age and advocates the need for further exploration to comprehend the trajectory of cyberlanguage and its acceptance among language educators, reflecting the evolving nature of communication in contemporary society and its impact on formal writing.

Keywords: Cyberlanguage, EFL learners, formal writing proficiency, social media, text-based communication

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