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The Impact of Social Media Usage on Social English Among Generation Z: A Literature Review Azhari, Teuku; Sahputri, Juwita; Kurniawati, Kurniawati; Rizki, Dini
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 1, No 6 (2024): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548052

Abstract

Social media has become an integral part of Generation Z's lives, raising questions about its impact on their social English skills. Through a systematic literature review, we aim to reveal the impact of social media use on Generation Z's social English. Research findings show that social media has a mixed impact on Generation Z's social English skills. This can be both beneficial and detrimental. On the positive side, it helps grow social English through engagement with influencers and content. On the negative side, issues such as information overload, FOMO, imitation of inappropriate content, and mental health problems can harm social English skills. Additionally, it influences communication styles through the widespread use of emojis, acronyms and emoticons. This must be balanced with proficiency in formal social English for effective communication.
HIGH SCHOOL TEACHERS’ PERCEPTION AND ATTITUDE TOWARDS WORLD ENGLISHES: STUDY CASES IN LHOKSEUMAWE CITY, INDONESIA Hanif, Hanif; Kurniawati, Kurniawati; Rizki, Dini; Sari, Dewi Kumala
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3491

Abstract

ABSTRACT This research explores the perceptions, attitudes, and teaching practices of senior high school English teachers in Lhokseumawe City, Aceh, Indonesia, regarding the concept of World Englishes (WE). As English continues to evolve as a global language, its use across diverse sociocultural contexts challenges traditional native-speaker norms—especially those based on British and American English. Despite this global shift, English education in Indonesia remains strongly influenced by native-speaker standards embedded within the national curriculum. Using a qualitative case study approach, the data were collected through semi-structured interviews, document analysis, and a literature review involving five English teachers from different schools in the area. The results indicate that although teachers recognize the existence of various English varieties, their comprehension of the theoretical and pedagogical principles underlying World Englishes is still limited. Most teachers continue to rely on inner circle varieties especially American and British English as the dominant teaching models, citing factors such as curriculum restrictions, insufficient exposure to global English varieties, and students’ relatively low proficiency levels. Consequently, the practical application of World Englishes in classroom instruction remains minimal. The study suggests that targeted professional development programs are essential to strengthen teachers’ sociolinguistic awareness and pedagogical skills in addressing English variation. Gradually incorporating non-native English varieties into classroom materials could foster more inclusive, realistic, and globally oriented English teaching practices in Indonesia. Keywords: World Englishes, teachers’ perceptions, English language teaching, pedagogical practice