Social Media Usage and its Influence to Students’ English Writing Practices at Notre Dame of Jolo College - Senior High School

Abstract

This study examined the relationship between social media use, English writing practices, and the perceived influence of social media on writing among senior high school students at Notre Dame of Jolo College – Senior High School. It specifically determined the level of social media use, English writing practices, and social media influence, and analyzed the relationships among these variables. A descriptive–correlational research design was employed, involving 125 senior high school students as respondents. Data were collected using a structured questionnaire and analyzed using mean, standard deviation, and Pearson product-moment correlation. The results revealed that students generally agreed on their level of social media use, English writing practices, and the influence of social media on writing. Findings showed that students actively use social media for communication, entertainment, and academic purposes, while also engaging in writing practices such as planning, organizing, and revising. Social media was perceived to positively influence writing, particularly in vocabulary development, grammar improvement, and expression. However, no significant relationship was found between social media use and English writing practices. In contrast, moderate significant relationships were observed between social media use and perceived influence, and between writing practices and perceived influence. These findings indicate that the impact of social media on writing depends more on how it is used rather than how often it is used. The study concludes that social media can support the development of writing skills when used purposefully and appropriately.