Pan-African Journal Of Humanities And Social Science SMS LANGUAGE INTERVENTIONS ON STUDENTS' NOTE-TAKING SKILLS: NEW INSIGHTS FROM DIGITAL LITERACY (original) (raw)
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International Journal of Linguistics and Communication, 2014
Students are compelled, in examination situations, to use langue properly for an effective communication of their ideas and a grammatical formulation of their answers. Improper use of language is, in this respect, often sanctioned in various glaring ways. Despite this linguistic and examination requisites, students-often advertently or inadvertently-violate language rules, sometimes under the influence of intensive/frequent use of particular communication technology. This paper explores the influence of technology-particularly the SMS (Short Messages) texting-on the use of English language by Nigerian university students, in a typical pedagogical situation. It focuses specifically on students of the College of Education, Akamkpa in Nigeria. Based on a content analysis of 250 SMS messages generated by 50 third year students of the institution and answers scripts produced in an examination situation by these students, the paper demonstrates that intensive use of the SMS texting affects students' language literacy. Texting influences them to consciously or unconsciously transfer the pattern of written proper for SMS messaging into their essays. The paper shows features of the SMS language observed in both SMS messages by the students and their answer scripts. The five most dominant features include vowel deletion, graphones, alphanumeric homophony, punctuation 'errors' and initialization among others.
The impact of texting language on Nigerian students: a case study of final year linguistics students
2020
This article reports on research which examined whether the use of mobile phone text messaging is responsible for the reported presence of abbreviations in students’ written work at the University of Benin. I argue that the frequent use of short messaging service (SMS) abbreviations may not be attributed only to the reported increase in the use of abbreviations in the written work of students. Other factors, such as the purpose of the writing and the students’ state of mind, might also be determinants of whether students use abbreviations or not. The research was based on the analysis of a questionnaire distributed to final-year linguistics students of the University of Benin in 2015, during their regular classes at the main campus of the University of Benin. In total, 62 final-year students from the Department of Linguistics and African Studies at the University of Benin participated in the in-class survey. The professor of the students obtained ethical clearance and provided 72 no...
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...
European Journal of Education Studies, 2023
The purpose of this study was to examine the effects of text messaging on the academic writing of first-year pre-service teachers of Offinso College of Education. Empirical studies on the use of text messages in specific cultures were reviewed in order to demonstrate how the present study is both similar to and different from previous research. Descriptive survey research design was employed by the researchers to conduct this study. The student population for the study was 350. Quota sampling and simple random sampling techniques aided the researchers to select 50 pre-service teachers for the study. The instruments used were questionnaires, interviews and essay-type tests. The study revealed that the vocabulary items students used in their SMS texting contained numbers, reduction, clipping and shortening, and that the use of these vocabulary items had a negative effect because these items found their way into the academic writing of students. The researchers recommend that college tutors should sensitize the pre-service teachers on the need to avoid SMS language in their academic writings to help them overcome the menace. To curtail everything, they should text using Standard English to avoid being addicted to texting language.
—The Text message also referred to as " text messaging " or " texting " have become the preferred mode of interpersonal communication among young people at the turn of the 20th century. This study aimed at investigating the impact of SMS/text messages on the acquisition of Standard English writing in Tanzania. The general objective of this particular study was to explore the distinctive linguistic features of text messages used by university undergraduate students and their impact on the acquisition of Standard English writing at higher learning institution in Tanzania. In carrying out this study, Communication Accommodation Theory by Giles (1987) was applied and data were gathered through questionnaire, telephone survey and documentary review. Data based on questionnaires were analyzed through SPSS (Statistical Package for Social Sciences). Basically the study employed both qualitative approach and quantitative approach. The findings of this study clearly show that text messaging is characterized by both standard and non standard language, though non standard language seems to be the greatest feature of students " text messages. General effects of text messaging on acquisition of Standard English writing in particular is seen to be as a result of the nature of text messaging which give rise to more abbreviated language.
Short message service (SMS) language and written language skills: educators' perspectives
South African Journal of …, 2011
SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the possible influence of SMS language on certain aspects of learners' written language skills. If an influence was perceived by the educators, their perceptions regarding the degree and nature of the influence were also explored. A quantitative research design, utilising a questionnaire, was employed. The sample of participants comprised 22 educators employed at independent secondary schools within Gauteng, South Africa. The results indicated that the majority of educators viewed SMS language as having a negative influence on the written language skills of Grade 8 and 9 learners. The influence was perceived as occurring in the learners' spelling, punctuation, and sentence length. A further finding was that the majority of educators address the negative influences of SMS language when encountered in written tasks.
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.
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) , 2024
This study aims to explore the potential relationship between the prevalence of mobile phone text messaging (SMS) and the use of abbreviations in academic writing among students at a Nigerian University. Our investigation examines the hypothesis that the surge in SMS abbreviations in academic writing may not solely be linked to an increase in the students' use of abbreviations. Factors such as the context of the writing and the mental state of the students could also impact their decision to employ abbreviations. To gather data, a questionnaire-based survey was conducted with 62 students in 2015, probing their adoption of texting language and its influence on their written assignments. Furthermore, document analysis was carried out on 72 notebooks, 126 written tasks, and 85 examination scripts provided by the students' professor for validation and deeper insights. The hypothesis posited that the influence of texting on students' writing may not have a significant negative impact, and if present, it would be minimal. The results from the analysis revealed that while students were more inclined to use texting language for note-taking purposes, a substantial proportion utilized abbreviations in their assignments compared to examination scripts. This indicates that students demonstrated an awareness of the formal requirements associated with examinations and adjusted their writing style accordingly. The findings suggest that students integrated SMS abbreviations into their notes, written tasks, and exam scripts. However, it was observed that the abbreviations used in the written assignments predominantly comprised standard abbreviations widely accepted in dictionaries and within the realm of linguistics, the student's area of expertise. This research provides valuable insights into the complex dynamics between technology, language, and culture, contributing to a deeper understanding of the influence of texting language on academic writing in the context of Nigerian university students. Keywords: Texting language, academic writing, college students, writing proficiency, language influence.
Per Linguam, 2011
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.
Journal of English Language, Literature and Education
This study aimed to investigate the ramifications of excessive text messaging on the written proficiency of students in their acquisition of a second language. It investigated WhatsApp and other text messaging portals had an influence on students’ written English Language. The popularity of Mobile Instant Messaging (MIM), has given rise to the fabrication of more simplified language terms called “textisms”, which in turn, have impacted their “textiquettes'. A reasonable number of language students from a private university were taken under consideration for conducting the study. The data was collected from each student in three forms: one in the form of students’ rough or during lecture note jotting, other their internal and summative assessments like quizzes and exam papers, third their daily emails. This data was compared against another form of data that was actually the collection of text messages of each student. It provided the researcher with the evidence of recurrent sho...