Blurring Boundaries: The Impact of Digital Communication on Academic Discourse and Student Motivation

Abstract

This study explores the evolving relationship between shifting patterns of academic discourse and student motivation within the context of Nigerian tertiary education, where digital communication technologies are increasingly transforming linguistic practices and pedagogical interactions. Anchored in the theoretical frameworks of Critical Discourse Analysis (CDA) and established motivational theories, the research investigates the influence of popular digital platforms, such as WhatsApp, TikTok, and Instagram, on language use and communicative norms in academic environments. Specifically, the study examines the implications of informal linguistic features, such as abbreviations, emojis, slang, and non-standard syntax, on both student–lecturer and peer-to-peer interactions, as well as their broader effects on learning behaviors and academic writing practices. The analysis is grounded in authentic linguistic data drawn from classroom discourse, examination scripts, and social media interactions, allowing for a contextualized examination of how digital discourse permeates formal educational settings. Findings reveal an increasing convergence between informal digital communication and traditional academic language, thereby raising important questions about the shifting boundaries of scholarly expression. On one hand, the adoption of familiar, digitally mediated linguistic forms appears to enhance student motivation. These forms render academic discourse more accessible and less hierarchical, contributing to increased participation, ease of self-expression, and a sense of inclusivity within learning communities. However, the study also identifies pressing pedagogical concerns. The normalization of informal discourse within academic settings may compromise linguistic precision, weaken students' ability to code-switch appropriately, and erode the formality and clarity traditionally associated with scholarly writing. Such trends pose potential risks to academic standards, particularly in contexts where rigorous communication skills are essential to educational outcomes and professional development. The study concludes by advocating for a balanced and pedagogically informed response to this linguistic shift. It recommends that educators leverage the motivational benefits of digital communication, such as enhanced engagement and student-centered interaction, while explicitly addressing the need for formal academic language proficiency. By adopting such measures, educators can foster a more responsive and inclusive learning environment that embraces the realities of contemporary communication without compromising the foundational values of academic discourse.