The Impact of Social Media on VG1 Pupils’ English use in Second Language Learner Texts.

Our writing practices have changed significantly since the end of the twentieth century, due to the increasing use of text messages, e-mails, and different social media platforms. In the past couple of years, due to the COVID-19 pandemic, the impact of and exposure to social media has increased even more due to social distancing. The rapid development in user-generated content on the internet, distinguished by social media, has led to what one can call a social media language that features somewhat less standardized language. This thesis is a study within applied linguistics that focuses on investigating what features of social media language spelling patterns pupils in VG1 English use in second language (L2) learner texts. Twelve VG1 pupils were assigned a questionnaire, as well as a written assignment. The results of the questionnaire were used to determine if the pupils were self-aware of the influence they are exposed to as frequent social media users, and what their beliefs are on this topic. The results from the written assignment were analysed based on the dependent variables observed which were spelling patterns that can be linked up to social media. Interpretations of the research were done in line with the methodology used. The result of the study show that, considering the findings presented in the study, the pupils have been influenced by social media in connection with orthography and spelling, to some extent