Impact of Multimodal Digital Media Communication on Generation Z’s Language Use and Literacy Practices

Abstract

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The impact of increased use of digital communication mediated through social media was observed during COVID-19, in particular, on students’ language and its use in the classroom and their literacy practices. This led to an investigation of the use of multimodal digital communication in the language of Generation Z users at the focal university. Social-semiotic theory of multimodality in digital communication provided the theoretical framework for the study. A quantitative survey was done with 394 respondents on the frequency of use of different apps for different purposes, as well as students’ perceptions of the impact of social media on their literacy practices. Subsequently, qualitative interviews were done to gain a more in-depth understanding of the survey results. The results of this mixed-methods study indicate that Generation Z users are well aware of the affordances and constraints of different social media platforms and apps and use this knowledge judiciously for varied purposes and audiences in their digital communication. This has also impacted their crafting and interpreting of digital multimodal messages. The study findings have implications for teaching English (and other languages); similarly, other disciplines also need to take into account students’ changing literacy practices to enhance their learning outcomes.