<![CDATA[AbstractIn the context of rapid digitalization, digital discourse has become a regular part of learners’ everyday language use, raising new challenges for academic English in EFL contexts. This study reviews register hybridity in Asian EFL writing, focusing on how digital discourse interacts with academic English and how this has been addressed pedagogically. Drawing on an integrative literature review with a critical perspective, it brings together research from linguistics, register studies, new literacies, and EFL education.The analysis is organized around two closely related dimensions: the linguistic and rhetorical effects of digital discourse on academic writing, and pedagogical responses to digital language use. The findings point to a dual influence. Digital discourse supports engagement, fluency, and awareness of language use. At the same time, its informal features may appear in academic writing, where they are associated with reduced lexical precision, simpler syntactic structures, and weaker coherence and formality. At the pedagogical level, approaches such as technology integration, register-awareness instruction, and interaction-based tasks show positive effects on participation and classroom interaction, but their impact on writing quality remains uneven and context-dependent.The review also identifies limitations in conceptual clarity, theoretical integration, and pedagogical applicability across existing studies. In response, this study interprets register hybridity through the lens of register negotiation, emphasizing learners’ ability to manage linguistic resources across contexts. This perspective offers a more integrated way to understand the relationship between digital discourse and academic English. ]]>
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