ONLINE IDENTITY CONSTRUCTION AND ITS INFLUENCE ON STUDENTS’ SELF-EXPRESSION SKILLS IN DIGITAL LEARNING ENVIRONMENTS

Abstract

This study investigates the influence of online identity construction practices on students’ self-expression skills in digital environments. With the increasing use of social media and online communication platforms, students actively construct online identities through profiles, language choices, and content sharing. While previous studies examined social media use, self-esteem, and online behavior, limited research has directly explored the relationship between online identity construction and students’ self-expression skills, creating a significant research gap. Using a quantitative survey design, data were collected from 22 student respondents through a structured Google Forms questionnaire consisting of 25 close-ended items. Convenience sampling was employed, and descriptive statistical analysis using percentage distributions and composite response rates was applied. Findings revealed that 73.8% of respondents actively engaged in online identity construction practices, while 68.2% demonstrated strong self-expression skills. Additionally, 90.9% reported confidence in online self-expression, and 72.7% acknowledged vocabulary improvement through online communication. The study concludes that online identity construction positively enhances students’ expressive confidence, linguistic adaptability, and communication skills. This research contributes to digital communication and educational studies by providing empirical evidence linking online identity practices with the development of students’ self-expression competencies.