Effects of Text-messaging on the Academic Writing of Arab EFL Students (original) (raw)
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INSTANT MESSAGING LANGUAGE IN JORDANIAN FEMALE SCHOOL STUDENTS' WRITING
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PEOPLE: International Journal of Social Sciences, 2018
SMS language is a form of written English that is often used in informal, computer-mediated communications like texting, online chat, and social media. It is known for shortening many words using acronyms and other forms of abbreviation. SMS language is increasingly well documented in the scholarly literature and its impact on students' formal academic writing is a topic of debate. This study uses a mixed-methods approach to investigate students' perspectives on their own use of SMS language and how it might affect their formal academic writing. The sample was composed of final-year university students who are native Arabic speakers and acquired English as a second language. The data was collected through the use of quantitative questionnaires and supplemented with semi-structured quantitative interviews. The findings revealed that virtually all participants used features of SMS language in their online communications. Still, they struggled to recognize some of the most well-documented, commonly used abbreviations. The interviews showed that time, convenience, and character limits were the primary motivators for students to use SMS language. The findings also indicated that at least some students can recall having made spelling or sentence construction errors in formal academic writing that they attribute to their reliance on SMS language in their digital
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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...
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Textism, which refers to the special language used in text messaging, is widely used in several forms of communication, such as texting, online chatting and emails. This increased use of textism has alarmed the media and the public because this special language can impact the academic writing of the younger generation. This paper aimed at exploring the attitudes of undergraduate Saudi learners of English as a foreign language (EFL) toward using textism in their academic writing. (115) students of different levels of language proficiency completed a survey about the use of textism across several modalities and recipients. Additionally, (240) student essays were analyzed to identify the potential use of textism in student writing. The results showed that students are generally conscious of the appropriate contexts for the use of textism. However, when it comes to the actual use of textism in writing, low-proficient students tend to produce more textism than those who are at medium and high levels of writing competence.
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.
The Effects of Texting Language on Esl Students' Writing Skills: Teachers' Perspectives
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The purpose of the study was to investigate Pakistani ESL instructors' opinions on how text messaging affects their students' writing abilities. The project's major goals were to investigate the impact of text messaging on ESL students' writing abilities from the perspective of the teachers and to ascertain the level of academic English spelling. In all, thirty ESL teachers took part in the research. Participants' answers were gathered using a five-point Likert scale, and descriptive statistics were utilised to analyse the quantitative data. It has been discovered that learners who use text messaging and those who don't have remarkably different English spellings in their writing abilities.
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This study aims to develop a model to examine the influence of excessive mobile application (app) texting on technostress and academic writing skills in the Arabic language among undergraduates in higher education. In this study, the person-technology (P-T) fit model was used as a means of exploring the effect of excessive mobile app texting on students' levels of technostress and the influence of these factors on their academic writing skills. The sample was comprised of 235 undergraduate students who were selected by random sampling. The study proposed a model comprised of several factors that assist in answering the study questions. These factors are the following: 'excessive mobile apps texting', 'techno-overload', 'techno-invasion', 'techno-complexity', 'accuracy', 'clarity', 'cohesiveness', and 'vocabulary'. A developed questionnaire was employed as the main data collection method to obtain relevant informatio...
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.
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...
Global Language Review, 2021
Short messaging service (SMS) language, text speak or text language is used with internet-based communication such as text messaging or e-mail and instant messaging. The current study aims at determining the reasons for short messaging service (SMS) language usage and its effects on the academic writing of the learners. Eighty (40 male and 40 female) learners and ten teachers were purposive a selected as participants of the study. The data were amassed from two public sector universities of the Punjab, Pakistan. Two questionnaires, one for teachers and the other for learners,were administered as research tools for the data collection. The collected data were analyzed through SPSS. The majority of the teachers viewed that the SMS language usage had an undesirable effect on the pedagogic inscriptions of the university learners. Learners opined that the SMS language was an easy and fast mode of writing through they committed errors of punctuation, spelling, and syntax.