SMS Texting and Its Potential Impacts on Students’ Written Communication Skills

Dansieh, Solomon Ali

doi:10.5539/ijel.v1n2p222

Cited by 38 publications

(40 citation statements)

References 3 publications

(1 reference statement)

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“…Its overriding contention was that, overall, students -including the ones whose texting was investigated in this study -do not use as much texting in their formal writing, or do not transfer as much texting to their formal writing, as is often reported (see, for example, Dansieh 2011;Geertsema et al 2011;Yousaf & Ahmed 2013). In this instance, its four major goals were to:…”

Section: Introductionmentioning

confidence: 98%

“…One of the focal areas of these studies has been on features of SMS language, especially of young or teenage users, and how such features may affect these users' writing or literacy skills, or their spelling proficiency. Amongst the studies that have investigated how SMS language affects young users' writing or literacy skills are: Aziz et al (2013); Dansieh (2011); Deumert and Masinyana (2008); Drouin and Davis (2009) ;Durkin, ContiRamsden and Walker (2011);Freudenberg (2009) ;Geertsema, Hyman and Van Deventer (2011); Njemanze (2012); ;Rosen et al (2010); Shafie, Azida and Osman (2010);and Vosloo (2009). In a similar vein, some of the studies that have examined the relationship between young users' SMS language and spelling are: Bushnell, Kemp and Martin (2011) ;Farina and Lyddy (2011); Lyddy et al (2013); Powell and Dixon (2011);and Varnhagen et al (2010).…”

Section: Introductionmentioning

confidence: 99%

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The structure and features of the SMS language used in the written work of Communication English I students at a university in South Africa

2015

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Employing an explanatory design, this study set out to investigate the morphosyntactic structures of the SMS language of Communication English I students, and the types of SMS language features used in their written work at a university of technology in South Africa. The study randomly sampled 90 undergraduate students (M = 40; F = 50) enrolled for a national diploma programme during the first academic semester in 2013. Their ages ranged from 19–22 years; they all spoke English as a second language, whilst having one of the five black South African languages as their home language. The study had two types of data: participants’ mobile phone text messages (in two sets), and their writing samples. Two of the findings of the study are: the morphological structure of the textisms used in the participants’ text messages deviated from that applicable to formal, standard English, whereas much of their syntactic structure did not; and, the frequency and proportion of textisms in participants’ writing samples were lower than that reported in studies by Freudenberg (2009) and Rosen et al. (2010).

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

The structure and features of the SMS language used in the written work of Communication English I students at a university in South Africa

2015

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“…CMC is highly recommended for writers because it facilitates collaboration and improves students' motivation and participation. (Dansieh, 2011) Contemporary research shows that students who use word processors produce longer, more refined texts than more traditional writers. When using computers, students show greater interest in the writing process and more enthusiasm for revision.…”

Section: Background Of the Study And Statement Ofmentioning

confidence: 99%

The Effect of Text Chat Assisted with Word Processors on Saudi English Major Students' Writing Accuracy and Productivity of Authentic Texts

Batianeh¹

2014

Int. J. Emerg. Technol. Learn.

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Abstract-This study explored the effects of using online chat and word processors on students' writing skills that include; organizing a text, spelling, punctuation, grammar, phrasal verbs, idioms, idiomatic expressions, pragmatics, creativity, vocabulary growth, content, relational words, conjunctions, authenticity, figures of speech, imagination, coherence, style, socio-cultural aspects, language use, and the production of authentic text. The study group consisted of students in the Department of Languages and Translation at Taibah University who registered for the Writing Two course in the first semester of the 2012 -2013 academic year. Fourty subjects were divided into two sections: section one was assigned as an experimental group (supported by Facebook and Skype) and section two was assigned as a control group and was asked to write their essays with paper and pencil. Facebook and Skype accounts were created for every student in the experimental group. Data was analyzed from pre-test and post-test results to evaluate the question posed by the study: Does the use of online text chat assisted with word processors help undergraduate students develop their writing skills more than traditional methods of teaching? The results revealed that students who worked with Facebook and Skype showed a significant improvement in their writing skills when compared to the control group. In light of these findings, it is recommended that online discussions via Facebook, Skype, and other social media sites should be utilized when teaching writing and the other language skills.

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“…En eff et, on retrouve autant des enquêtes concluant que la CEMO a une infl uence négative sur la compétence orthographique des jeunes (Zahid et Mehmood, 2013 ;Tayebinik et Puteh, 2012 ;Dansieh, 2011 ;Rosen et al , 2010), que des études y voyant au contraire un impact positif (Bernicot et al , 2014 ;Wood et al , 2011b ;Wood et al , 2011a ;Plester et al , 2008 ;Bouillaud et al , 2007), et d'autres enfi n qui n'observent aucune corrélation entre ces deux variables (Aziz et al , 2013 ;Kemp et Bushnell, 2011 ;Asmaak Shafi e et al , 2010 ;Drouin et Davis, 2009 ;Spooren, 2009 ;Volckaert-Legrier et al , 2009). …”

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“…Les pays concernés sont le Ghana (Dansieh, 2011), la Malaisie (Tayebinik et Puteh, 2012) et le Pakistan (Zahid et Mehmood, 2013) …”

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Nouveaux médias et orthographe. Incompétence ou pluricompétence ?

Maskens¹,

Cougnon²,

Roekhaut³

et al. 2015

discours

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La présente étude s'intéresse à l'existence d'une pluricompétence qui permettrait aux utilisateurs de nouveaux médias de communication de passer de l'écrit traditionnel à la CEMO (communication écrite médiée par ordinateur) de la même façon qu'ils changent de registre. Nous avons récolté les productions écrites de jeunes de 14 à 15 ans à travers deux supports (électronique / papier) et dans trois situations de communication (dictée, activité en classe, Facebook) ai n d'étudier l'inl uence de ces variables sur la gestion de l'orthographe. Les résultats aux dictées indiquent un niveau relativement bas (une erreur tous les 5 ou 6 mots) avec une majorité d'erreurs grammaticales, ce qui est conforme aux études précédemment menées sur le sujet. L'observation des unités communes aux trois corpus montre que l'on retrouve la forme graphique standard dans au moins un des corpus (sinon plusieurs), et ce, chez tous les élèves. Le même type d'analyse d'unités communes menée sur le corpus Facebook uniquement montre que la forme standard est maîtrisée dans un grand nombre de cas (88 % des formes) par les élèves. Eni n, nous observons que la palette de variantes graphiques utilisée dans les conversations Facebook est assez limitée (principalement abréviations, smileys et caractères échos) et que le taux de compression des formes est assez faible, indiquant que la plupart des formes sont respectées dans leur totalité ou réduites d'un seul caractère. Mots clés : CEMO, nouveaux médias de communication, orthographe, Facebook, variation diaphasique, représentations linguistiquesThe present study investigates the hypothesis of a pluri-competence enabling new information and communication technology users to switch between traditional writing and computer-mediated communication as they change from one register to another. We collected young people's (aged 14-15) written production across dif erent media (electronic/paper) and communication situations (dictation, class activity, Facebook) in order to study the inl uence of these variables on the students' spelling. The results obtained through the dictations show that the students' level URL : http://discours.revues.org/9020 4 Lénaïs Maskens, Louise-Amélie Cougnon, Sophie Roekhaut et Cédrick Fairon is relatively low (one mistake every 5 or 6 words) with a majority of grammatical mistakes, which is in line with previous studies on the subject. The analysis of linguistic units common to the three corpora indicates that all the participants use traditional spelling in at least one of the corpora. The same type of analysis conducted on the Facebook corpus shows that the teenagers master standard spelling in most cases (88% of the forms). Finally, we observe only a limited range of spelling variations in the Facebook conversations as well as a low compression ratio, which indicates that the linguistic units are rarely shortened.

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SMS Texting and Its Potential Impacts on Students’ Written Communication Skills

Cited by 38 publications

References 3 publications

The structure and features of the SMS language used in the written work of Communication English I students at a university in South Africa

The structure and features of the SMS language used in the written work of Communication English I students at a university in South Africa

The Effect of Text Chat Assisted with Word Processors on Saudi English Major Students' Writing Accuracy and Productivity of Authentic Texts

Nouveaux médias et orthographe. Incompétence ou pluricompétence ?

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