English and Social Media Literacy (based on TikTok)
Тип публікації :
Бакалаврська робота
Дата випуску :
2026
Автор(и) :
Vasilyeva, Anastasia
Науковий(і) керівник(и)/редактор(и) :
Мова основного тексту :
Англійська
eKNUTSHIR URL :
Цитування :
[APA 7] Vasilyeva, A. (2026). English and Social Media Literacy (based on TikTok) [Bachelor's thesis, Київський національний університет імені Тараса Шевченка]. eKNUTSHIR. https://ir.library.knu.ua/handle/15071834/34718
[ДСТУ] Vasilyeva A. English and Social Media Literacy (based on TikTok) : bachelor's thesis : 035 Philology / supervisor Ye. Yu. Nikiforova. Kyiv, 2026. 80 p. URL: https://ir.library.knu.ua/handle/15071834/34718 (date of access: 15.09.2026).
This thesis is devoted to the study of literacy of online users in social media in the context of TikTok, as one of the most influential and widespread online platforms among the younger generation. The relevance of the work lies in the popularity of TikTok and its influence on the modern understanding of the concept of literacy in social media.
The object of the study is social media literacy, while the subject is the orthographic, lexical, grammatical, syntactic and nonverbal features of Internet slang.
The aim of the study is to examine the level of literacy on social media based on a comparative analysis of the messages of users and the linguistic means they incorporate to achieve their own communicative goals. The scientific work is based on a linguistic analysis of the orthographic, lexical, grammatical and syntactical, and nonverbal features of Internet slang as a language of communication in TikTok. It also focuses on pragmatic and sociolinguistic aspects of online communication, including the creation of a virtual identity, self-expression in the online space, and communicative goals of users. The study is based on the analysis of comments as from the short videos found on TikTok.
Based on the conducted work, it can be stated that social media literacy includes various competencies necessary for effective communication in the dynamic and interactive environment of TikTok. The speed of information exchange, popular trends, and linguistic tendencies stimulate users to change their own communicative practices, encouraging simplicity and creativity. At the lexical level, this is reflected in the widespread use of abbreviations, various types of clipping, and popular slang units. From a grammatical and syntactical perspective, there is a simplification of grammatical endings, as well as the use of ellipsis, parataxis, and fragmented sentences. Orthographic changes involve violations of punctuation and capitalisation rules, and nonstandard spelling, often to accelerate communication or to add emotional expressiveness to the message. Another characteristic feature is the frequent use or accompaniment of comments with graphic elements such as stickers, GIFs, emojis, and emoticons, in order to convey emotions and feelings more effectively and clearly.
The final stage of the study involved identifying and conducting a comparative analysis of the communicative goals of TikTok users. The results show that each participant on the platform pursues a specific communicative goal and, depending on it, demonstrates a different level of social media literacy. Based on the analysis of the communicative goal, linguistic and graphic devices that a user incorporates to achieve the result, it can be concluded that, depending on the communicative goal, each group may show a high, medium, or low levels of literacy. It was found that certain groups can simultaneously include participants with varying levels of literacy, even when they pursue the same communicative goal.
The object of the study is social media literacy, while the subject is the orthographic, lexical, grammatical, syntactic and nonverbal features of Internet slang.
The aim of the study is to examine the level of literacy on social media based on a comparative analysis of the messages of users and the linguistic means they incorporate to achieve their own communicative goals. The scientific work is based on a linguistic analysis of the orthographic, lexical, grammatical and syntactical, and nonverbal features of Internet slang as a language of communication in TikTok. It also focuses on pragmatic and sociolinguistic aspects of online communication, including the creation of a virtual identity, self-expression in the online space, and communicative goals of users. The study is based on the analysis of comments as from the short videos found on TikTok.
Based on the conducted work, it can be stated that social media literacy includes various competencies necessary for effective communication in the dynamic and interactive environment of TikTok. The speed of information exchange, popular trends, and linguistic tendencies stimulate users to change their own communicative practices, encouraging simplicity and creativity. At the lexical level, this is reflected in the widespread use of abbreviations, various types of clipping, and popular slang units. From a grammatical and syntactical perspective, there is a simplification of grammatical endings, as well as the use of ellipsis, parataxis, and fragmented sentences. Orthographic changes involve violations of punctuation and capitalisation rules, and nonstandard spelling, often to accelerate communication or to add emotional expressiveness to the message. Another characteristic feature is the frequent use or accompaniment of comments with graphic elements such as stickers, GIFs, emojis, and emoticons, in order to convey emotions and feelings more effectively and clearly.
The final stage of the study involved identifying and conducting a comparative analysis of the communicative goals of TikTok users. The results show that each participant on the platform pursues a specific communicative goal and, depending on it, demonstrates a different level of social media literacy. Based on the analysis of the communicative goal, linguistic and graphic devices that a user incorporates to achieve the result, it can be concluded that, depending on the communicative goal, each group may show a high, medium, or low levels of literacy. It was found that certain groups can simultaneously include participants with varying levels of literacy, even when they pursue the same communicative goal.
Галузі знань та спеціальності :
03 Гуманітарні науки::035 Філологія
Галузі науки і техніки (FOS) :
Гуманітарні науки
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