The Dual Role of Digital Shorthand: Exploring its Impact on Second-Language Learners' Writing Habits Across Informal and Formal Contexts

Abstract

This paper addresses how shorthand writing practices standard in digital communication may impact second-language learners' ways of writing. It limits itself to linguistic features, semantics, and pragmatics in discussing how experience with shorthand influences learners' switching between informal and formal writing contexts. Based on Sociocultural Theory, this exploratory study has also used a qualitative approach by examining writing samples of L2 learners. The findings showed that shorthand writing contributes more speed and humour in informal writing. However, it also spills over into formal writing, which causes grammatical inaccuracy, less lexical variation, and an inability to switch tone and style. The participants realized these issues and underscored a need for explicit feedback and guidance to reduce the adverse impact. The present study emphasizes the dual function of shorthand: while it facilitates communication, it may well act as one of the barriers to formal language acquisition. These will enable learners to balance informal writing with formal communicative requirements through targeted pedagogical interventions, such as scaffolding and metacognitive strategies. This paper contributes to the literature on digital literacy and language learning by providing some realistic recommendations for educators, researchers, and policy-makers on addressing the emerging linguistic challenges posed by the digital era.