Abstract
This article investigates the impact of WhatsApp language on English as a Second Language (ESL) learners’ writing performance. The study is based on the assumption that secondary schools learners’ essay scripts are full of orthographic errors caused by the use of WhatsApp language. Data collection tools included questionnaires and learners essays. The descriptive survey design within the social learning theory and the constructivist theory of error analysis was adopted in the analysis of data. The study concluded that WhatsApp language negatively affects the orthographic performance of the Government Bilingual High School ESL students of Bertoua. The way forward proposes the development of teachers’ skills in error analysis as well as the active involvement of learners in reflecting on the source of their errors as part of the remediation process.
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