EXPLORING THE IMPACT OF DIGITAL SLANG ON UNDERGRADUATE ESL LEARNER’S ACADEMIC WRITING AT TERRITORY LEVEL IN HYDERABAD, SINDH

Abstract

This qualitative study examines how Instagram- driven Gen Z slangs influence the academic writing habits of undergraduate students, with a specific focus on difficulties and experiences of ESL (English as a second language) learners. It aims to answer two main questions: Q1: What is the impact of Instagram-based-Gen Z slang on undergraduate students' capacity to adhere to formal academic writing?  Q2: What is the perspective of ESL learners about Gen Z slang usage and appropriateness in academic writing?  The research involved purposive sample of 50 undergraduate students of public university in Hyderabad, using semi-structured interviews conducted through Google forms. Through thematic analysis, it was found that while most students were aware of academic writing standards, many faced challenges to avoid the usage of informal or slang terms_ particularly those shaped by social media and peer culture. ESL learners reported struggles in switching from formal language required in academic writings and casual language typically of Instagram, though they also exhibited a solid grasp of when and how to use language appropriately. The findings concludes that Instagram serve as both a cultural and linguistic influence, affecting how students express themselves and sometimes influencing their formal academic writings. The study also points to the role of Instagram slangs on writing patterns and underscore the need for targeted guidance on language registers and code-switching skills. Further this research suggests that educational institutions recognize and adjust to challenge language patterns when creating academic writing support programs, particularly for ESL learners who engage with multilingual and digital linguistics platforms.