International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 3
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Social Media Vernacular and Literacy Skills of Students

Author(s) Cindy Uno Dazal, Sherell M. Bue
Country Philippines
Abstract This study examined the relationship between social media vernacular and the literacy skills of Grade 12 students. Specifically, it determined the level of social media vernacular usage in terms of oral communication, formal communication, and technical writing, as well as the level of students’ literacy skills in spelling, vocabulary, and reading comprehension. It also investigated the relationship between social media vernacular usage and students’ literacy skills and its influence on students’ literacy development. The findings served as the basis for the development of a vocabulary-based learning material intended to enhance students’ literacy skills. The study utilized a descriptive-correlational research design. The respondents were Grade 12 students from strands A and B, selected through stratified random sampling technique to ensure proportional representation of the participants. Data were gathered using a validated questionnaire and literacy assessment tests. Statistical tools such as weighted mean, mean, standard deviation, metrics for proficiency level, Pearson r, and coefficient of determination (r²) were used to analyze the data, while the vocabulary-based learning material was developed using the Modified ADDIE Model. The conclusions revealed that students moderately use social media vernacular and are approaching proficiency in literacy skills, particularly in vocabulary and reading comprehension. Moreover, social media vernacular showed only a very weak to low influence on students’ literacy skills. Based on the findings, a vocabulary-based learning material aligned with the DepEd MELCs was developed as a recommended instructional tool to support students’ literacy development.
Keywords Social Media Vernacular, Literacy Skills, Oral Communication, Formal Communication, Technical Writing.
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-13
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E-ISSN 2582-2160
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