Impact of Social Media Language Exposure on Vocabulary Acquisition among Adolescent English Learners in the United Kingdom

Abstract

Purpose: To aim of the study was to analyze impact of social media language exposure on vocabulary acquisition among adolescent English learners in the United Kingdom.

Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.

Findings: Studies on the impact of social media language exposure on vocabulary acquisition among adolescent English learners in the United Kingdom indicate that frequent interaction with digital platforms such as TikTok, Instagram, and WhatsApp significantly increases informal vocabulary recognition and speed of word recall. Learners exposed to online content tend to acquire contemporary slang, abbreviations, and conversational expressions faster than those relying only on classroom input. However, the exposure often strengthens receptive vocabulary more than productive academic vocabulary, meaning students understand many words but struggle to use formal equivalents in writing.

Unique Contribution to Theory, Practice and Policy: Input hypothesis, usage-based language learning theory may be used to anchor future studies on the impact of social media language exposure on vocabulary acquisition among adolescent English learners in the United Kingdom. Educators can guide learners in distinguishing between informal slang and standard academic vocabulary to improve language accuracy. Educational authorities should recognize social media as a supplementary language exposure environment and include digital language learning in curriculum frameworks.