EXPLORING THE IMPACT OF SOCIAL MEDIA ON YOUTH LINGUISTIC BEHAVIOR AND IDENTITY FORMATION

Abstract

This study examines the strong role of social media in shaping the way today’s youth use and understand language in today’s digital age of AI, science and technology. Platforms such as Facebook, Instagram, and Twitter have transformed communication by introducing new and creative language styles that include slang, acronyms, and memes. While these developments promote innovative forms of expression, they also raise concerns such as the oversimplification of language and a notable/ gradual decline in linguistic richness. To guide the discussion, the paper draws on two major theories. The first is Modeling Theory, which explains how adolescents adopt behaviors and linguistic patterns they observe on social media. The second is Social Identity Theory, which highlights how online communities and interactions influence young people’s self-perception and identity formation. The research follows a mixed method approach, using questionnaires and interviews to explore the role of digital platforms. The findings suggest that social media functions in two ways. It provides opportunities for self-exploration and creative expression, while at the same time creating challenges that may lead to identity conflicts. Although this study does not directly apply the Uses and Gratification Theory, it recognizes its potential for future research. The recent work of Kashif, Nadeem, and Khan (2025), which applied UGT in the context of BookTok, demonstrates how the framework can explain active participation on social media as a means of fulfilling needs related to self-expression and identity building. Future studies on language use among young adults could benefit from adopting a perspective like UGT. In conclusion, the paper emphasizes the importance of awareness and responsible engagement with social media. With proper guidance, young people can use digital platforms as tools for personal development and self-discovery without allowing them to interfere with their educational progress.