IS TEXTING AFFECTING STUDENT WRITING?

Is texting affecting student writing?

Abstract

This paper presents a study of 88 British 10-12-year-old children's knowledge of text message (SMS) abbreviations ('textisms') and how it relates to their school literacy attainment. As a measure of textism knowledge, the children were asked to compose text messages they might write if they were in each of a set of scenarios. Their text messages were coded for types of text abbreviations (textisms) used, and the ratio of textisms to total words was calculated to indicate density of textism use. The children also completed a short questionnaire about their mobile phone use. The ratio of textisms to total words used was positively associated with word reading, vocabulary, and phonological awareness measures. Moreover, the children's textism use predicted word reading ability after controlling for individual differences in age, short-term memory, vocabulary, phonological awareness and how long they had owned a mobile phone. The nature of the contribution that textism knowledge makes to children's word reading attainment is discussed in terms of the notion of increased exposure to print, and Crystal's (2008a) notion of ludic language use.

Is texting affecting student writing?

Introduction

Texting refers to the use of abbreviations and other techniques to craft SMS and instant messages. Texting does not always follow the standard rules of English grammar, nor usual word spellings. It is so pervasive that some regard it as an emergent language register in its own right. This is largely due to the proliferation of mobile phones as well as internet-based instant messaging (IM). This paper discusses if text messaging affecting student writing or not for example; “IYO txtng = NME or NBD?” Translation: “In your opinion, is text messaging the enemy, or no big deal?”

Discussion

Thurlow (2003) examined over 500 older British teenagers' text messages for content and communicative form. He concluded that the messages demonstrated adept and creative communicative ability, and did not demonstrate the corruption of language feared by many. Thurlow (2006) has followed with a critical discourse analysis of over 100 media articles about text messaging, drawing out several themes of high profile concern to the journalists, with the flavour being decidedly negative and often exaggerated, published with little regard to the actual uses of text messaging, and often in the face of evidence to the contrary. We read of reported intrusions of text language forms, or 'textisms', in standard English writing, and anecdotes are cited to show other forms of apparent decline in written English, in coursework, and examinations (e.g. Associated Press, 2007; Sutherland, 2002). Text messaging is a rapidly growing phenomenon, and has seen research into its social and communicative aspects (Reid & Reid, 2005), its linguistic aspects (Crystal, 2006a, 2008), but little research on the interaction of text or SMS literacy with standard English literacy with pre-teen children. This is equally concerning in that such influential articles could be used to inform educational policy decisions in the absence of empirical evidence.

Method

Participants

Eighty-eight children took part, recruited from Year 6 and 7 classes in five schools ...