Social media has become an essential platform for teenagers these days. Social media grew in popularity as a means of communication, entertainment, information, and even education, beginning with simple social activities. Today, social media is also a factor in the development of adolescent behaviour. As a result, the purpose of this research is to explore into the language use by teenagers in social media. Over the course of three months, a netnographic approach was employed to study the language use of nine teenagers. All of the participants' postings, whether text, images, or videos, were evaluated. Instagram stories posted, shared, and reposted on the participant's account are also recorded in Nvivo for thematic analysis and coding. The outcomes of the survey highlighted five important themes of the teens' language use and behaviour: entertainment, popularity, morality and ethics, relationships, and new contacts. This study is concluded with some implications and a detailed discussion of adolescent social media language use and behaviour. The outcome of this study is hoped to help to identify problems faced by problematic students, where early prevention or solution can be proposed. Several other recommendations were also proposed at the end of this paper.

Knowledge of formulaic language is crucial for second-language learners, where it needs to be applied to engage with others in daily activities. Teaching formulaic sequences (FS) in language classrooms is likely to increase learners’ saliency and awareness of the sequences, promote their usage and achieve fluency. Pedagogically, special attention needs to be paid to teaching techniques of FS in English as a second language (ESL) or English as foreign language (EFL) classrooms, especially now that most classrooms have been moved to online platforms such as google classrooms, WebEx, zoom and many more. It is important to understand if learning through an online platform will have the same effect as in the traditional classroom. Through quasi-experimental approach, this study looks into the effect of typographic enhancement (TE) on learners noticing formulaic sequences from reading. ESL learners in this study read passages from two versions: a) highlighted and bold formulaic sequences, and b) without any highlighting and bold enhancement. Learners were afterwards to identify the FS they remembered encountering in the texts. The findings revealed that there is a positive effect among the low proficiency learners in the experimental group compared to the control group, through an online platform.