Effects of Digital Communication on Segmented and Super-Segmented Features of Pronunciation Patters among Undergraduate English Language Students in Nigeria
DOI:
https://doi.org/10.64348/zije.2025205Keywords:
Digital communication, segmented, super-segmented features, University students,Abstract
The widespread use of digital communication platforms, such as instant messaging, social media, and video conferencing, has transformed how university students interact and use language. This study investigates the effects of digital communication on pronunciation patterns, with a focus on both segmental features (vowel quality and consonant articulation) and supra segmental features (stress placement, rhythm, and intonation) among undergraduate students in Nigeria. A total of sixty participants, aged 18–25, and provided speech samples through structured reading tasks, spontaneous speech, and digital voice notes. Acoustic analyses measured vowel formants, consonant precision, stress placement, and pitch variation, while perceptual analyses involved listener ratings of intelligibility and naturalness. Results indicate that frequent engagement in digital communication is associated with reduced articulation precision, weakened stress contrasts, and a narrower pitch range, particularly in spontaneous and digital speech samples. These changes negatively impact intelligibility, suggesting that informal, rapid, and text-mediated communication encourages adaptations that deviate from standard pronunciation norms. Nevertheless, exposure to varied speech contexts can mitigate some comprehension challenges. The findings have important implications for language teaching, pronunciation training, and digital literacy programmes, highlighting the need to balance informal digital speech habits with strategies that preserve clear and intelligible communication. By understanding how digital communication influences pronunciation, educators and speech professionals can better support students in maintaining effective oral communication across both online and face-to-face contexts.
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