English Language Students’ Familiarity on English Slang Words

English Language Students’ Familiarity on English Slang Words

Novie Faye M. Paulo, Ma Theresa L. Eustaquio

Department of Languages anda Literature, Isabela State University, Isabela Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8120370

Received: 20 December 2024; Accepted: 24 December 2024; Published: 25 January 2025

ABSTRACT

This study examines the extent of English slang knowledge among students enrolled in English language programs and their perceptions of using films as a tool for enhancing their understanding of slang. A total of 98 participants were surveyed, comprising 58 students from the Bachelor of Arts in English Language Studies (AB-ELS) program and 40 from the Bachelor of Science in Education Major in English (BSE-English) program. The results indicate that students from the AB-ELS program achieved a familiarity rate of 93% with English academic slang, while those from the BSE-English program reached a perfect score of 100%. This outcome suggests a strong overall understanding of common academic slang among participants, though familiarity with specific slang terms ranged from moderate to low, depending on the vocabulary presented.

The study also highlights the positive role of films in facilitating slang acquisition. Most participants agreed that regular exposure to movies has significantly contributed to their understanding and retention of slang vocabulary. This result underscores the importance of contextual and visual media in language learning. Furthermore, the analysis reveals a strong correlation between the respondents’ demographic profiles and their knowledge of English slang. However, no significant relationship was found between their demographic characteristics and their views on using films to improve slang knowledge.

These results have meaningful implications for teaching practices and curriculum design. Both groups’ strong familiarity with slang suggests the potential of integrating slang-oriented lessons and materials into language programs. Additionally, the positive reception of films as a learning tool supports the use of multimedia resources to foster language acquisition. Educators may enhance students’ engagement and proficiency in modern English usage by incorporating film-based activities and assessments.

Keywords: English language students, slang words, attitudes towards watching film

INTRODUCTION

The English language is a dynamic and ever-evolving entity, shaped by the interplay of culture, society, and technology. Throughout history, it has undergone significant transformations, embracing new linguistic features to meet the demands of changing times. One of the most notable aspects of this evolution is the emergence and widespread use of slang, which has become a critical component of language variation. Slang embodies the adaptability of language, reflecting the informal and creative ways individuals communicate in their daily lives. It is more than just a collection of casual words; it serves as a means of expressing identity, fostering social connections, and sharing common experiences (Namvar and Ibrahim, 2014).

Among younger generations, slang has gained even greater prominence, largely driven by their active engagement with technology and social media. Platforms such as Twitter, TikTok, and Instagram have not only facilitated the rapid dissemination of slang but have also played a significant role in its creation and reinvention (Maghirang, 2019). This phenomenon underscores the importance of slang in contemporary communication, particularly as it enables speakers to adapt to the evolving linguistic landscape. At the same time, it raises intriguing questions about how learners, especially those in non-native English-speaking countries, navigate and acquire this informal yet pervasive aspect of the language.

Zabotnova (2017) emphasizes the dominance of English as the global lingua franca, particularly in digital spaces where technology continues to advance. For students, acquiring proficiency in contemporary English, including slang, is essential to effectively navigate both academic and social contexts. However, slang presents unique challenges for language learners. Unlike standardized English, which is commonly taught in academic settings, slang is fluid, context-dependent, and often tied to cultural nuances that are difficult for learners to grasp. This gap in understanding can hinder their ability to communicate effectively in informal situations, where the use of slang is often expected and appreciated.

Films, as a medium, offer a valuable resource for addressing this gap. They provide learners with authentic examples of slang usage in real-world contexts, enabling them to develop a deeper understanding of its meanings, connotations, and cultural significance. By immersing students in cinematic materials, educators can bridge the divide between formal language instruction and the informal communication skills needed in everyday interactions. Films not only reflect the contemporary usage of slang but also offer insights into its role in shaping identity, culture, and relationships.

Despite the benefits of incorporating slang into language learning, its integration is often met with resistance. Teachers frequently prioritize the mastery of formal English standards, arguing that slang may distract learners from developing the polished communication skills required in professional and academic environments. However, neglecting slang entirely could limit students’ ability to fully engage with the language as it is used in real-world contexts. Excessive reliance on slang, on the other hand, could impede the development of formal writing and speaking abilities, highlighting the need for a balanced approach.

This study seeks to explore the integration of slang into English language education, with a specific focus on the use of films as a pedagogical tool. It investigates how exposure to slang through cinematic content can enhance students’ vocabulary, cultural awareness, and communication skills. Furthermore, the research examines the challenges faced by learners in understanding slang and evaluates the implications of incorporating informal language into teaching practices. By addressing these issues, the study aims to provide educators with practical strategies for enriching language instruction while fostering a more comprehensive understanding of English in its dynamic and evolving forms.

RESEARCH QUESTIONS

This study examines the familiarity of English Language students with English slang words. Specifically, it sought to answer the following research questions:

1. What are the demographic profiles of the respondents in terms of age, sex, year level, and degree program?
2. To what extent are the respondents familiar with English academic slang?
3. What are the respondents’ attitudes towards watching films to improve their familiarity with slang?
4. Is there a significant relationship between the respondents’ demographic profile and their familiarity with English academic slang?
5. Is there a significant relationship between the respondents’ demographic profile and their attitude towards watching films to improve slang familiarity?

METHODS

This chapter details the research methodology and procedures to achieve the study’s objectives. It includes the research design, respondent selection, data gathering procedures, research instruments, sampling strategy, and statistical tools utilized.

Research Design

This study employed a descriptive correlational design to explore the relationships between familiarity with English slang, attitudes toward films as a learning tool, and demographic profiles. As described by Gay (2016), correlational research involves gathering and analyzing data to determine the strength and direction of relationships between variables. While correlational studies provide insights into potential relationships, they do not establish causality.

Respondents of the Study

The respondents for this study comprised second and third-year students enrolled in the Bachelor of Arts in English Language Studies (AB-ELS) and the Bachelor of Science in Education Major in English (BSE-English) programs at the Isabela State University main campus.

These year levels were chosen due to the students’ intermediate to advanced English proficiency and exposure to diverse language inputs, which are essential for understanding and using English slang. Their academic engagement and linguistic background make them well-suited to provide insights into slang familiarity and its application in both formal and informal contexts.

Data Gathering Procedure

Upon securing approval for the study, the researcher wrote a formal request letter to the deans of the College of Arts and Sciences and the College of Education to administer questionnaires to their respective students. After obtaining permission, the questionnaires were distributed to selected respondents following the study’s sampling procedure. To ensure transparency and inclusivity, a stratified random sampling strategy was employed. This approach ensured that all qualified students had an equal chance of being selected, making the sample representative of the target population.

Research Instrument

The study utilized a structured questionnaire consisting of two sections:

Respondent Profile:

This section collected demographic information, including name (optional), age, sex, year level, and degree program.

Familiarity and Attitudes:

• The first part assessed the respondents’ familiarity with slang using 20 multiple-choice items adapted from validated questionnaires by Albalawi and Nedjma (2014). Five items were excluded from the original 25 due to redundancy.
• The second part measured attitudes toward using films as a tool for learning slang. This section employed a 5-point Likert scale, where responses ranged from Strongly Agree (5) to Strongly Disagree (1).
• The instrument was pilot-tested to ensure reliability and validity before full implementation.

Sampling Procedure and Sample

The study utilized population sampling combined with stratified random sampling. The population included second- and third-year AB-ELS and BSE-English students, with stratified sampling ensuring a proportional representation of respondents across the selected demographics.

Statistical Tools Used

The gathered data were analyzed using the following statistical tools:

1. Frequency Counts and Percentages:
   • To describe the demographic profile of respondents.
2. Weighted Mean:
   • To evaluate respondents’ familiarity with slang and their attitudes toward films as a learning resource.
3. Pearson r Correlation:
   • To assess relationships between demographic profiles and both familiarity with slang and attitudes toward using films.

Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) to ensure accuracy and reliability.

RESULTS AND DISCUSSION

The researcher presents analyses and discusses the results of the data gathered. The presentation followed the sequence of the objectives of the study.

Table 1. Profiles of the Respondents in terms of Age, Sex, Year Level, and Degree Program

Table 1 outlines the profile of the respondents based on key demographic factors such as age, sex, year level, and degree program. The majority of respondents are between the ages of 19-20 (83.6%), with a higher number of females (69.4%) than males (30.6%). This aligns with the general demographic trends observed in Filipino higher education, where female students often outnumber male students in various academic fields, including humanities and language programs. The second-year level students (54.1%) made up the largest group, followed by third-year students (45.9%), reflecting the overall representation of undergraduates in the current academic structure.

These results noted that students in their second and third years are typically the most active in terms of academic participation and involvement in extracurricular activities. This might explain the high representation of second-year and third-year students in the survey, as they are likely to have accumulated enough experience in the academic environment to respond effectively to questions regarding academic slang and language use.

The breakdown of the degree programs indicates a higher representation of AB English Language Studies (ABELS) students (59.2%) compared to Bachelor of Secondary Education – English (BSE English) students (40.8%). This distribution is reflective of the growing interest in language studies programs, as noted in the research by Gamboa (2015), who pointed out that language-based degrees have seen a rise in enrollment in recent years due to the increasing demand for English proficiency in the professional world.

Table 2a. Respondent’s (AB-ELS) Familiarity on English Academic Slang.

Table 2b. Respondent’s (BSE-ENGLISH) Familiarity on English Academic Slang.

Table 2 shows the respondents’ familiarity with common English academic slang, categorized into high (81-100%), middle (61-80%), and low (0-60%) levels of familiarity.

For AB-ELS students, the most familiar slang phrases are “She is hyped for this event” and “They always spill the beans,” both with 93% of students indicating a high level of familiarity. Other common slang terms include “Don’t get under one’s skin” (90%) and “She nailed that test” (88%). In contrast, phrases such as “It’s really dead in here tonight” and “At the end of the term, I am always swamped” received the lowest levels of familiarity, with 46% and 38%, respectively.

For BSE-English students, there was a 100% familiarity with phrases such as “She nailed that test,” “I crammed for the test,” and “She is hyped for this event.” This high percentage suggests that BSE-English students are highly attuned to academic slang and may use these terms in their daily academic activities. However, terms like “He sucked up to the teacher” and “At the end of the term, I am always swamped” showed a significantly lower familiarity (30% and 45%, respectively), indicating these students’ lower awareness of some slang.

The analysis of these tables aligns with prior studies on language acquisition. Research by Ellis (2017) highlights that familiarity with informal language, such as slang, can play a crucial role in student engagement and retention of language skills. Furthermore, Cooper (2001) suggests that while informal language can enhance communication, it is important for students to discern when such language is appropriate in various academic contexts. The differing levels of familiarity between AB-ELS and BSE-English students may be attributed.

This suggests that incorporating slang into lessons can motivate students to learn the language, as it provides them with relevant and authentic sources of language use while also enhancing their informal communication skills. This aligns with the assertions made by Elsherif et al. (2015), which suggest that English language educators should not only assist English language learners in acquiring academic language skills but also assist them in mastering social language. Especially for students from diverse countries and cultures, it’s crucial to assist them in comprehending and mastering social and academic language, as they typically encounter language use in academics in their countries.  According to Jim Cummins, he refers that the two languages of continua the Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). He asserts that BICS encompasses the daily language skills required for communication in everyday interactions, while CALP represents the formal academic learning essential for students’ academic success, encompassing the four macro skills of listening, speaking, reading, and writing related to their academic field of study (Elsherif et al., 2015).

However, Albalawi (2014) cites Cooper’s (2001) claim that certain situations, like academic writing and speaking with other lecturers, should not use slang terms. Students are required to have an awareness of the various usages of slang and the appropriate time to use it.

Elshir and Nsir (2015) also stated that introducing the English language to students is an informal variety to teach them the appropriate use of slang and not overuse slang words. This will allow English language learners to learn a new language effectively and shape their language learning identity. Simply educating the students regarding the distinction between formal and informal language, could help enhance the students’s adaptability and confidence in communication scenarios.

Furthermore, Cooper (2001), as cited by Albalawi (2014), concluded that teachers can develop sensitivity and awareness in the appropriate usage of slang in school settings with cautiously designed activities that focus on analyzing situational situations. We designed classroom activities to analyze various situations, enabling students to develop an intuitive understanding of when and how to use slang. A non-native speaker often lacks the native speaker’s understanding of where and when to use slang is appropriate in various situations. Therefore, these exercises are highly beneficial.

Table 3. Respondent’s Attitude towards watching movies to improve slang Familiarity.

Table 3 highlights the students’ attitudes toward using films to improve their familiarity with English slang. The mean score indicates that students from AB-ELS and BSE-English programs rated the statement “Frequently watching films enhances familiarity with English slang” the highest, with a mean score of 4.24, corresponding to a descriptive value of “strongly agree.” This suggests that students from both programs strongly believe that regularly watching movies featuring English slang is highly beneficial for enhancing their understanding of informal language.

The second highest mean score, 4.23, was for the statement “When watching movies, students learn more vocabulary, slang, and idioms automatically,” also with a descriptive value of “strongly agree.” This indicates that students in both programs recognize the effectiveness of movies in facilitating the incidental learning of vocabulary, slang, and idioms.

Supporting these findings, Katemba and Ning (2018) noted that 82% of students agreed that watching English movies improved their vocabulary. Similarly, Nasab et al. (2017) emphasized that students benefit from encountering words in diverse syntactic and semantic contexts. They explained that movies, through their combination of audio and visual elements, provide a rich source of vocabulary acquisition and support long-term retention of learned words.

Table 4. Relationship between the respondents’ Age, Sex, Year level, Degree Program and respondents’ Familiarity on English Academic Slang.

ns-not significant         * significant

Table 4 shows the relationship between respondents’ age, sex, year level, degree program, and their familiarity with English academic slang. The findings reveal a weak negative correlation between age and familiarity with English academic slang, which is not statistically significant at the 0.05 level (2-tailed). This indicates that while age might have some influence, it does not play a significant role in familiarity with academic slang. Curtis (2016) supports this observation, suggesting that age can impact familiarity, though its effect may be minimal.

On the other hand, a positive correlation is noted between sex and familiarity with English academic slang, but this is also not statistically significant at the 0.05 level (2-tailed). While the data suggest a potential relationship, it is not strong enough to be considered meaningful.

A more substantial finding emerges in the correlation between year level and familiarity with English academic slang. The results indicate a significant positive correlation at the 0.01 level (2-tailed), suggesting that as students advance academically, their familiarity with academic slang increases. This highlights the importance of academic exposure in developing slang familiarity. Namvar and Ibrahim (2014) emphasize that a lack of familiarity with slang can hinder effective communication and understanding in academic contexts. As students progress in their studies, they become better acquainted with academic slang, which plays a crucial role in bridging communication gaps, especially among international students.

In contrast, there is a significant negative correlation between degree program and familiarity with English academic slang, significant at the 0.05 level (2-tailed). This suggests that students enrolled in different degree programs exhibit varying levels of familiarity, with AB-ELS students being less familiar compared to others. Kawhther et al. (2018) similarly observed that BA English students use slang less frequently and are often limited to a small set of familiar words. Rezaei (2017) further notes that educational background has a significant impact on slang familiarity. Skolnik (2015) aligns with this perspective, highlighting that the absence of slang usage can render language artificial and hinder effective communication. However, Dumas and Lighter (1978), as cited by Rezaei (2017), argue that while slang can make communication more casual and relatable, it may also be perceived as inappropriate, depending on the context.

These findings reject the null hypothesis, which asserts no significant correlation between respondents’ profiles and their familiarity with English academic slang. Instead, the results demonstrate that demographic and academic variables, such as year level and degree program, significantly influence students’ familiarity with academic slang. This underscores the importance of academic and social exposure in developing effective communication skills in diverse linguistic contexts.

Table 5. Relationship between the respondents’ Age, Sex, Year level, Degree Program, and the respondents’ Attitude toward watching film to improve slang Familiarity.

ns-not significant         * significant

Table 5 presents the relationship between respondents’ age, sex, year level, degree program, and their attitude towards watching films as a means to improve slang familiarity. The results indicate no statistically significant relationship between the respondents’ profile variables and their attitude towards using films for this purpose.

The correlation between age and the respondents’ attitude towards watching films is negative (-0.155), suggesting a weak trend where older students might be slightly less positive about using movies to develop slang familiarity. However, with a p-value of 0.128, this correlation is not statistically significant, implying that the relationship could be due to chance. This contrasts with the study by Chrkova (2007), as cited by Nedjma, which found that age impacts the learning of English slang, with younger students performing better on productive tasks than older students.

Similarly, the correlation between sex and attitude towards watching films is also negative but weak (-0.085), with a p-value of 0.403, indicating no significant difference in perceptions between male and female students. Likewise, the correlation between year level and attitude is negative and weak (-0.048), with a p-value of 0.637, demonstrating no significant relationship. Lastly, the degree program shows an almost negligible correlation (-0.015), with a p-value of 0.880, further confirming no statistical significance.

Based on these results, the null hypothesis is accepted, as no significant correlation exists between the respondents’ profile variables and their attitude towards watching films to improve slang familiarity. Despite the lack of statistical significance in the data, watching films remains a valuable tool for language learning. According to Ismaili (2013), films not only provide entertainment but also expose students to various conversations, expressions, and situations commonly used by native speakers.

Research supports the notion that movies are effective in enhancing language acquisition. Fauzi, Muljanto, and Lestari (2021) highlight the utility of movies as a compensation mechanism for acquiring new vocabulary and improving comprehension skills. Mohsen (2016) and Pardo-Ballester (2016) further emphasize that incorporating movies into language learning encourages second-language learners to adopt a top-down listening comprehension mode, compensating for gaps in language knowledge.

Moreover, compared to pure audio, audio-visual texts offer richer and more authentic language input. They provide multimodal cultural and situational contexts that enhance learners’ understanding of content (Batty, 2015; Lesnov, 2017; Hsieh, 2020). Such input makes language learning more engaging and effective. Fauzi, Muljanto, and Lestari (2021) reiterate that movies are a highly beneficial tool for improving vocabulary acquisition and overall comprehension. By leveraging these benefits, educators can incorporate films into the curriculum to support second-language learners in gaining familiarity with slang and improving their language skills comprehensively.

CONCLUSION

The study provides valuable insights into the level of familiarity with English academic slang among students from two degree programs: AB-ELS (Bachelor of Arts in English Language Studies) and BSE-English (Bachelor of Secondary Education in English). It reveals that students from both programs demonstrate a high degree of familiarity with English academic slang, with the BSE-English group exhibiting particularly strong comprehension, achieving a 100% familiarity rate for certain phrases. This suggests that these students have a solid grasp of the commonly used slang terms within academic and conversational contexts in English.

However, despite the high familiarity with slang, the study finds that attitudes toward using films as a tool to enhance slang familiarity are consistent across various demographics, including age, sex, year level, and degree program. There is no significant relationship between these factors and students’ attitudes towards the effectiveness of films in improving their understanding of slang. Nonetheless, the majority of students agree that watching films is a valuable and effective method for improving their familiarity with slang. Films offer exposure to a diverse range of vocabulary, idioms, and conversational contexts, making learning both engaging and enjoyable. This preference for audiovisual media aligns with existing research that highlights the benefits of such media in language acquisition, as it offers authentic, contextualized language use that can enhance both comprehension and retention.

Furthermore, the study notes differences in slang familiarity between AB-ELS and BSE-English students, which may be attributed to variations in their respective curricula and the different levels of exposure they have to English-language contexts. These differences underline the importance of considering curriculum design and exposure to authentic language experiences when developing language learning programs.

Based on these findings, the study suggests that incorporating films into language instruction could serve as a valuable supplementary tool for students across all demographics. Students recognize the advantages of such multimedia tools in enhancing their overall learning experience, particularly when it comes to slang acquisition. Therefore, educators are encouraged to create tailored teaching strategies that integrate a variety of multimedia resources, such as films, podcasts, and TV shows, to provide students with a broad spectrum of opportunities to improve their familiarity with slang and other language skills, such as speaking, listening, and reading.

By adopting this approach, educators can foster a deeper understanding of English slang, preparing students not only for academic contexts but also for real-world situations where informal language use plays a significant role. Ultimately, this approach can contribute to enhancing students’ overall language proficiency, equipping them with the tools necessary to navigate both formal and informal settings in the English-speaking world.

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