Understanding How College Students' Literacy Is Affected By Texting SMS Lexicon (original) (raw)
Related papers
Dean, BSE P a g e | 3 ACKNOWLEDGEMENT A good day to everyone! Each of the researchers would like to extend our deepest gratitude to people behind us who made this research work possible. We would use this opportunity to say out most sincere thanks to; our Creator, who gave us the wisdom to evaluate the things that we need, want to and have to do. To our parents, who were the people that continuously support us with our studies, our parents deserve to be given appreciation and acknowledgement because without them we wouldn't be here; and most especially to our beloved professor who served as our mother, sister, friend and mentor, Dr. Rebecca Chavez, who never cease to understand us.
The aim of this study was to look into the effects of texting to the English Grammar, Vocabulary, and Spelling of the students. It was participated by 400 students among the six departments of the University of Saint Louis. Correlation Analysis was used to determine the relationship between the frequency of use of Instant Messaging and Text Messaging and the English grammar, vocabulary and spelling of the students. Findings of the study showed a significant difference between students' frequency of use of communication technologies and their language skills. Moreover, Instant Messaging has an effect to the English Grammar and Vocabulary however it doesn't affect much the spelling performance of the students while Text Messaging affects Spelling and Grammar however, it doesn't affect much the vocabulary of the students. Both Text Messaging and Instant Messaging greatly affect the grammar of the college students in the University Of Saint Louis. The research also found out that other than Communication technologies like Instant and Text Messaging, there are still other factors that affects the Language skills of the students such as interest in the English Subject, Field of Specialization and Attitude towards language.
Impact of SMS on English Language
Slang use were determined, as well as the features of SMS language they reportedly use while SMSing, speaking and Internet Usage. In addition, samples of their English essays were examined for the following features of: (deliberate) spelling errors; lack of punctuation; over-punctuation; omission of function words; and use of abbreviation, acronyms, emoticons and rebus writing. The questionnaires indicated that these learners are avid users of the SMS and Internet. All participants reported using features of SMS speak in their SMSes, and more than 40% reported using SMS speak in their academic writing. Despite this, features of SMS speak infrequently occurred in the written work of the learners, which could indicate that the learners are able to assess when it is and is not appropriate to use a certain variety of language. That said, a number of SMS speak features were indeed present in the samples, which indicates that SMS speak had some impact on the written work of these learners. Not all of the nonstandard features of their written English could, however, necessarily be attributed to the influence of SMS language; specifically some of the spelling and punctuation errors could have occurred in the academic writing of students from before the advent of cell phones.
British Journal of Developmental Psychology, 2014
Research has demonstrated that use of texting slang (textisms) when text messaging does not appear to impact negatively on children's literacy outcomes and may even benefit children's spelling attainment. However, less attention has been paid to the impact of text messaging on the development of children's and young people's understanding of grammar. This study therefore examined the interrelationships between children's and young adults' tendency to make grammatical violations when texting and their performance on formal assessments of spoken and written grammatical understanding, orthographic processing and spelling ability over the course of 1 year. Zero-order correlations showed patterns consistent with previous research on textism use and spelling, and there was no evidence of any negative associations between the development of the children's performance on the grammar tasks and their use of grammatical violations when texting. Adults' tendency to use ungrammatical word forms ('does you') was positively related to performance on the test of written grammar. Grammatical violations were found to be positively associated with growth in spelling for secondary school children. However, not all forms of violation were observed to be consistently used in samples of text messages taken 12 months apart or were characteristic of typical text messages. The need to differentiate between genuine errors and deliberate violation of rules is discussed, as are the educational implications of these findings.
he Impact of Technology upon Formal Communication: Texting Impacting the Standard English
Journal of Business & Tourism, 2021
With the invention of mobile phones text messaging has become a popular medium of communication. Its users are multiplying with every passing day. Its use is not only limited to informal but to formal communication as well. Students are the advent users of mobile phones and of SMS as well. The present study manifests the fact that students are practicing SMS for a number of reasons and a good amount of time is spent upon it which is resulting in typographical features, graphones and rebus writing. Data is collected through questionnaires and came to the conclusion that its effect is obvious in the L2 users in general and examinations in particular.
SMS Language and College Writing :The languages of the College Texters
International Journal of Emerging Technologies in Learning (iJET), 2010
Many students have become avid texters and are seriously reinventing language to accommodate the 160-character limit of short messages. They are more interested in getting their messages across and thus becoming less concerned about correct spelling, grammar and punctuation. Since texting has become a way of life of many students, it is feared that the SMS language can affect studentsâ?? written performance. This research examines the effects of frequent usage of text messaging (SMS) on undergraduates academic writing. For the purpose of the study, 264 Diploma students of UiTM Perlis were selected as participants. They were 94 male texters and 170 female texters aged between 18 â?? 22 years old who were taking three different English courses namely Preparatory English, Mainstream English 1 and Mainstream English 2. The data includes participantsâ?? SMS messages, class assignments and examinations scripts which were analyzed in order to detect the existence of SMS language by using m...
Triumph through texting: Restoring learners' interest in grammar
ReCALL, 2017
It is usually the case that learners of English as a foreign language (EFL) are exposed to language materials in class only, and of course in such a short space of time, they do not always find enough chance to practice English grammar features and become aware of their grammar mistakes. As a potential solution to this problem, the current study inspects the impact of using cell phones, specifically text messages (via short message service) as supplementary tools, on Iranian elementary level EFL learners’ grammar learning. In the first phase of the study, 60 students aged 14 were randomly divided into experimental and comparison groups. Throughout the 12 weeks of treatment, the participants in the experimental group received 120 text messages containing grammar exercises, whereas the participants in the comparison group received a similar number of vocabulary messages as a placebo treatment and were otherwise treated exactly the same as the experimental group. A researcher-made grammar test was used to estimate whether presenting grammar exercises via text messages has any impact on language learners’ grammar learning. The results demonstrated that there was a significant difference (p<0.05) in the grammar learning of the participants who practiced grammar points through text messages and those who did not. The researchers also interviewed various stakeholders, comprising ten students, five parents, the teacher, and the school principal. A qualitative content analysis was carried out to find themes relevant to the stakeholders’ beliefs about making use of text messages for learning grammar. The findings suggest that text messages can be useful for learning grammar points, since they engage learners’ interest and encourage them to study more in order to text the correct answers when they are outside their classrooms.
Investigating the Impact of SMS Speak on the Written
2016
This study examined the impact of SMS speak on the written work of English first language (L1) and English second language (L2) grade 8s and 11s. The aim was to establish whether these learners make use of features of SMS speak in their English written work. The participants, 88 learners from an English-Afrikaans dual medium school, completed questionnaires from which the frequency and volume of their SMS use were determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of their English essays were examined for the following features of SMS speak: (deliberate) spelling errors; lack of punctuation; over-punctuation; omission of function words; and use of abbreviation, acronyms, emoticons and rebus writing. The questionnaires indicated that these learners are avid users of the SMS. All participants reported using features of SMS speak in their SMSes, and more than 40% reported using SMS speak in their written school work. Despite this, features of SMS speak infrequently occurred in the written work of the learners, which could indicate that the learners are able to assess when it is and is not appropriate to use a certain variety of language. That said, a number of SMS speak features were indeed present in the samples, which indicates that SMS speak had some impact on the written work of these learners. Not all of the nonstandard features of their written English could, however, necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could have occurred in the written English of high school learners from before the advent of cell phones.
ICT and the English Language: The Defective Impact of Text Messaging and E-Mailing
AFRREV IJAH: An International Journal of Arts and Humanities, 2017
This paper examined the various innovations occasioned by the global study of English language and observed the challenges posed to effective writing by products of Information and Communications Technology (ICT) such as the Global System for Mobile Communication (GSM) and E-mail. In what seems like a 'method in madness', the paper identified an emerging written language of the E-mail and (GSM) via the Iexemes, morphemes, syntax and mechanics of punctuations (capitalization and spacing), and use of symbols in sampled messages written in English in the Short Message Service (SMS) and E-mail. Despite the advantages of electronic-English, it introduces many problems. Among these are: arbitrary use of affixation, consequent difficulties with well-formed sentences as well as with mechanics. Most importantly, there is the overall chaotic effect of these coinages. The paper called on writers using the English medium to strive to stick to the original and keep the written language of E-mail and GMS out of formal writing so that it will not lead to the extinction of formal writing.