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The Effect of Text Messaging Language on

Student Writing Skills



Manila Lado
Carroll University






2011



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Abstract

The purpose of this study was to examine the effect that the text messaging language has had
on student writing skills. This Study will determine if the text language is being used in formal writing by
majority of students that text frequently. The participants of the study will be a mixture of one hundred
high school and college level students. The participants had to have a cell phone and send a minimum
of two hundred messages a month. An online survey will be conducted to receive their honest input on
the effects text messaging has had on their writing skills. These answers will be used to determine if
texting has affected the way students write.












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Introduction
The emergence of technology in the recent years has been increasing at a rapid pace. Text
messaging commonly known as texting is one of the popular technological fads. Many young adults'
especially high school and college students use texting as their most used form of communication.
Changes in technology will continue to alter the ways in which we use language to communicate,
therefore focusing on overall affects it may have in school writing is important.
In our society, there has been a dramatic change in the communication methods used since
technology has increased. By the unlimited texting plans carriers such as AT&T Mobility and Verizon
wireless offer, American teenagers sent and received an average of 2,272 text messages per month in
the fourth quarter of 2008 (Nielsen Company 2008). Thats almost 80 messages per day, more than
double the average of the past year. As texting becomes a popular communication mode it causes
students to use non-stand standard English in schools. This interferes with the development abilities to
write in standard forms when required to do so for school based writing assignments, for higher
education courses, or in the workforce. The alliance for Excellence Education and the National
Association of Secondary School Principals call for technological communication and information
resources to be embedded in effective adolescent literacy programs.
Statement of Problem
The purpose of this study was to examine the effect of text messaging language on student writing skills.


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Review of Literature
Text messaging has given our society quick means through which to communicate, taking out
the need for capitalization, punctuation, and the use of knowledge of sentence structure.
Eutopia an educational website conducted an online poll regarding the issue of text messages
vs. grammar. Out of 293 votes 47% voted yes texting habits are carrying over the writing habits,
33% voted no students can write one way to friends and another in class, and 19% voted that
they can keep the two methods separate. A further study conducted by the Pew internet and
American Published Life Project and the National Commission on Writing also regarded text
messaging and its affect on teens' schoolwork. The study concludes a national telephone pole
of 700 youths ages 12-17 and their parents found out that 64% of teens admit that the
shortcuts and symbols commonly used in text messaging appeared in their school assignments.
Today's generation of students is used to short-cuts when sending someone a message
or even talking to someone in online social networks. Research has shown that it has started to
become harder for them to properly write a paper. Students have gotten very used to the
language they don't even notice when they do it. This has become a concern for not only
teachers and parents, but from students as well.
Part of learning to express thoughts in writing is learning how to adjust to the tone and
voice of your writing to best suit your audience. There seems to be a need to teach students
how to use formal vs. informal writing predating text messages. There has always and will be
slang and students will need to learn when not to use it.


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Texting has provoked a very strong, negative response from teachers, parents, and
language experts. Plester, Wood, and Joshi (2009) explored relationship in 10-12 year old in the
UK, between the usage and textism and school literacy attainment. The research found that
there was a strong association between textism use and phonological awareness (e.g. 2nite
sounds the same as tonight). While spelled incorrectly, many text isms are considered
phonologically acceptable forms of written English. Learners are not able to use appropriate
language in different context, their informal textism appear in formal writing assignments. A
problem that teachers have noticed as well is that students no longer know how to punctuate
properly.
The Ubiquity of texting in our society, especially among students shows the importance
of setting boundaries for how this technology is being used. Technology has greatly impacted
our methods of communication, and also our ability of learning. Looking at the effects of text
messaging in classrooms can further help us avoid some barriers to learning.
In conclusion, the over use of texting has been detrimental to the way students write
formally in the classroom and in the real world. The character limitations on text messages have
caused students to form their own style of writing. Many students have grown up in a world of
technology and as time progresses; it will likely become a major problem.




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Research Question
It may have taken time for students to achieve the text messaging language, but do they
know when to not use it? High school and college students usually live a very busy life with a
fast paced schedule. When busy there is no time for editing a text message, nor is their time to
check for grammatical errors. This can eventually turn into a negative habit, when a student
doesn't realize they are mixing up their writing. According to past research this method of quick
writing has indeed transferred over to formal writing. The question for this study would be: Has
text messaging communication changed the way students write?

Method of Inquiry
Quantitative Method of research-survey
I plan to use the quantitative method of research, by conducting a survey. This will be a
computer generated survey that participants will have to complete online. The target group is
the reasoning for the computer based surveys. I plan to conduct the survey through Facebook,
in which most college and high school student's use frequently. The survey will ask the
participants a series of questions that will help determine if text messaging has greatly affected
their writing skills by showing up in their school writing.





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Participants
Participants for this study will be a mixture of 100 high school and college students.
These participants will be randomly picked through my Facebook page. A group will be created
and the participants will each receive a request to join the survey.

Measures
The questions in the survey will contain only four questions:
1. How many texts per day do you send approximately?
2. Are texting habits carrying over writing habits? If so to what extent?
3. Do you agree that you can write one way to your friends and another in class? Can
you separate the two methods?
4. Has shortcuts and symbols appeared in your school writing?

To qualify the participants will be required to have a cell phone and send a minimum of 200
messages per month. The invitation will address the qualifications before the study is accepted
on Facebook.


Measures/ Planned Analysis
The Validity of the study will be determined by the honest feedback from the participants. After
receiving the 100 surveys, the answers will be reviewed to compare the relationship between
the two (Texting and writing skills).
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With technology advancing at the speed that it has been, it takes time to notice the glitches or
affects it causing to our society. Text messaging being one of the most common mode of
communication in the young students has caused some barriers to advancing writing skills. As
more students immerse themselves in "textspeak" over phones, computers, etc it worries a lot
of educators because their writing skills are suffering. Short messaging sacrifices grammar,
syntax, and punctuation. Most of the teachers in research articles see evidence that students
who frequently express themselves in abbreviations and smileys lose the capacity for more
grammatically correct writing.

Educators' noticing this as a problem is a pattern I've come across so far in the study. It's much
harder to realize how much of an affect texting has taken on students and their writing unless
you have to grade them. Text messaging may have caused bad habits to be picked up, and
students are so used to using these abbreviations that they dont realize it in their assignments.
Technology is on its way up and teachers might have to figure out a way to emphasize audience
to the students. Students need to be aware of whom they are writing to and in what setting.






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References

Dr. Frosted (1/27/2010) Students Effects of Texting on Learning. Sterling College.
Retrieved from http://www.sterling.edu/news/students-study-effects-texting-learning

Dr. Vivian H. Wright (2009). Text messaging and its effects on teens' grammar. Technology
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Guerra, Nicole (2008).Texting Affects Students Writing: R U Concerned?
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Hafner, Katie (2009). Texting may be taking a toll. The New York Times
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Myhra, John (2011) Negative effects of texting in the classroom. Tech Nation and introspective
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the-classroom

O'Connor, Amanda (2009). Instant Messaging: Friend or Foe of Student Writing?. New Horizons
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http://www.marthalakecov.org/~building/strategies/literacy/oconnor.htm


Rzemien, Allison (2010) the impact of texting on students' writing skills: is it all bad?
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Saint_Michael (2010). Is text messaging/coatrooms slang ruining academic writng?
Retrieved from http://www.knowledgesutra.com/forums/topic4739



Sternberg, Betty J.; Kaplan, Karen A.; Borck, Jennifer E. (2007). Enhancing adolescent literacy
achievement through integration of technology in the classroom. Reading Research Quarterly,
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Steve Vosloo, Steve (2009). The effects of texting on literacy: Modern scourge or opportunity?
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