Digi–borrowing as linguistic constraint: Formulaic imitation, lexical fossilization, and the illusion of competence in Saudi youth digital practices

Abstract Digital platforms have become important sites of English‑language exposure for young people in non‑Anglophone contexts, yet the linguistic and metalinguistic significance of platform‑related lexical borrowing remains insufficiently examined. This exploratory study investigates digi‑borrowing – the Arabicized uptake of English‑origin gaming and social‑media terminology among Saudi Generation Z – and examines how participants report and interpret these forms. Drawing on self‑report questionnaire data from 87 Saudi youth, analyzed through thematic coding and a frequency summary of a participant‑generated lexical inventory, the study identifies four interpretive categories in participants’ accounts: formulaic imitation; restricted lexical repertoire; lexical stabilization; and an illusion of competence. Participants frequently described habitual reuse of a small set of terms, supplied largely consistent platform‑linked meanings, and associated familiarity with these words with a sense of English learning while also reporting limits in sentence‑level or cross‑context transfer. These findings concern participants’ memories, representations, and metalinguistic perceptions; they do not constitute direct observation of naturally occurring discourse or independent measurement of proficiency or language development. By foregrounding reported lexical practices and language awareness, the study offers an empirically grounded account of how Saudi youth understand English‑origin digital vocabulary and how digi‑borrowing can illuminate perceived constraint as well as participation in platform‑mediated communication.