Chapter 1

THE PROBLEM

Introduction

In terms of its educational system, the Philippines is still fresh due to the continuo

us improvement of the system. An example of this is the adoption of the K to 12 curriculu

m of the Basic Education Curriculum, which consists of only 10 years of study. Therefore

it is abundantly clear that the problem has been posed in the education system.

As an instructor in the 21st century, we must serve as a guide to the use of

technology for our students. We will teach on the basis of what is available, i.e. digital

tools, but will always promote the use of traditional methods. In addition, we will actively

encourage our students to use the resources they have in order to increase their

awareness on the relevant issues.

Throughout this streamlined millennium, we can't fully deny that mobile

phones have become a global phenomenon. The use of mobile phones was

largely popularized for easy and fast communication. The text messages are one

of the characteristics of cellphones. This is what people use to connect with their

family and friends, when they’re far apart.

You're never going to see a person holding his phone today. Texting

becomes the means of communication most individuals have been using. They

relied on smart phones to carry out their day-to-day practices. Generally, this use

of instant messaging have increased due to the influx and prevalence of mobile

phone use.
 Some of the smartphone users was the baby boomer. Middle school

students were one of the prime examples of a generation. Cell-phone text instant

messaging became the favored means of effective communication between

middle school students (Lenhart, 2012) and it is becoming a social way to

connect with peers via text messaging as an alternative.

Conversations and even face-to-face interaction. People are now using

apps or more and-called "Textism" when sending out text messages. Textism in

the Philippines may also refer to' jejemon' documents. Textism is an orthographic

type of writing that would cut the time and burden of messaging (Kemp and

Bushnell, 2014).

Abbreviations, hashtags, as well as the removal of redundant parts of

grammar and spelling are sometimes linked to Textism (Drouin and Davis 2009).

There have been a range of styles of Textism, including Grammatical

contractions (text – txt), orthographic (through – thru), acronyms / initialisms

(what you do – wud), clippings (missing – missin), letter / number homophones

(you – u, too – 2), mixed text / number homophones (before – b4).

Emoticons / symbols (kiss –: *), speech depictions (want – want to), lack

of sentence structure (May Ann – may ann), and duplication of words (you – yo –

may ann) ), and the reiteration of words (you-youuuu). Tomita (2013) said this

kind of interaction is abolishing the way our kids read, reckon and compose. A

graphical way is becoming popular.

 Learners feel compelled and quick to code instead of the structured one.

She concludes that there's also no need for maximum effort or logical thinking.

O'Connor (2005), another skeptic, said the more learners use instant messaging

instruments, therefore they can separate traditional and modern English. The

more they will be like to Textism.

The more they will be lost the laws of structured English. For instance,

why we shortened "Okay" to "K.". Wood, Kemp, and Waldron (2014) have

developed a relationship whatsoever between semantic amplitude and

pronouncing initiatives as well as other scholarly activities linked to language

skills, including verbal and non-verbal argument.

These include the missing punctuations, loss of capitalization, use of

emoticons, slang words, use of numbers as messages, repetitiveness of letters,

and grammatical mistakes. The use of Textism by children and young adults was

associated with poor reading, weak writing, poor speaking skills, and even

language degradation in public opinion.

The International Data Corporation (2016) estimated that the Philippines

has the fastest-growing market for cellphones and smartphones among the

Association of Southeast Asian Nations (ASEAN). The "TEXT" capital of the

whole world has been declared to the Philippines due to its large number of

messages-exchange in the country with estimated number of messages.

The number of customers and active users of mobile phones expanded by

23 million every year (Senate, S No. 2512). Josefina Lichauco (2001) said, "This
is the Philippines, the mobile messaging capital of the world, which SMS (Short

Message Service) has led to a milieu of lingo, slang and manners. Truth is,

throughout the Philippines.

The terms "let's chat" have also been replaced by "let's text." The report

indicated that there are around 400 million text messages sent every day by

Filipinos, or 142 billion messages sent every year. There really is no question

that perhaps the Philippines is known as the "Texting Capital of the World."

Research teams themselves have always been regular users of mobile

phones and who are once users of Textism. They undergone the consequences

of Textism on their Language skills; for example, composing most of the school's

works, such as essays, assignments, journals, and then forgetting the proper

spelling, vocabulary, and sentence structure.

The participants are motivated to conduct this research in order to

determine the nature of use and consequences of Textism on learners. In

particular, researchers find that learners ought to be aware of the consequences

of Textism on them in order to prevent these literacy skills problems and be a

responsible client of mobile phones.

Theoretical / Conceptual Framework

This study is anchored to the research of Jolyna M. Divinagracia and

Arianne R. Enterena et,al. at Liceo de Cagayan University in 2018 of May entitled

TEXTISM: IT’S EXTENT OF USAGE AND EFFECTS TO LEARNERS.

This study is based on the principle of Vygotsky's Social Cognitive Theory

(1978) as cited in Wersch (1985) and Lantolf (2000). Vygotsky's Social Cognitive

Theory defines that children are learning to be a social experience centered on

their existing structure. The first component of Vygotsky is the key role of the

social society.

Communication in the growth of cognition (Vygotsky, 1978), as he strongly

claimed that the society plays a leading role in the "making sense" process. The

second element of Vygotsky's theory is the concept that perhaps the potential for

cognitive development relies on the "proximal development zone" (ZPD):

The level of development achieved when adolescents are participating in

social conduct. Total development of the ZPD relies on complete social contact.

The range of capabilities that could be developed through parental supervision or

interpersonal cooperation reaches what could be achieved on its own. Vygotsky's

theory was also an attempt to describe awareness.

As the finished product of social interaction. For starters, in language

development, our first term with friends or parents is for interaction, and once

understood, they become accepted and enable "inner expression." Lantolf (2000)
argues that Vygotsky identifies a major role for what he calls "tools" in human

comprehension about themselves and things affecting them.

According to him, Vygotsky claims that individuals may not act directly on

the surroundings through the use of resources. According to Vygotsky (1978,

cited by Lantolf, 2000), tools are artifacts formed by individuals under specific

historical and cultural conditions and, as such, through individuals. We bear with

them the features of their own society.

The socio-cultural environment provides a child with a variety of tasks and

obstacles and includes the child in his or her world through devices. Advances in

technology and interactive media, including computers and cell phones, have

changed the way people communicate. Shortcuts have been used and

understood to establish fast and efficient communication.

Some also include the use of emoticons, acronyms, minimized

misspelling’s, and the avoidance of formal grammar. Electronic update, text

messaging is the most popular form of communication among adolescents

(Varnhagen et al., 2009). Text messaging has become a social practice between

family, friends and colleagues. In the context of Vygotsky's Social Cognitive

Theory.

Students can pass what they have used and learned in texting to their

academic language. Texting is very common for this generation of technology.

When a child writes and integrates their terminology, Textism may filter over into
their formal writing since it meets the criteria of a written language; codified,

communicative, spelling, repeated visibility, and revisable.

The first independent variable is the Textism of shortenings, contractions,

g-clippings, other clippings, omitted apostrophes, omitted articles, acronyms and

initialisms, symbols and emoticons, homophone letters and numbers, non-

conventional spellings, informal tones and registers, lack of capitalization, lack of

punctuation. Wood, Kemp, and Waldron (2014) have established a relationship

between the use of textual frequency.

Spelling measures and other academic tasks to assess literacy skills. The

more students use text messaging tools, the less formal and informal English

they can separate (O'Connor, 2005). The second regression coefficient is

Textism statements, composed of positive and negative effects on learners. This

is supported by the Tayebinik and Putehb studies (2012).

Showed that the participants testified to the use of text messages and

verified their harmful effect on their language skills. This study clarified that users

of Textism had destructive effects on their English language proficiency.

Dependent variables are the level of use and the impact on learners. All

characteristics and comments on Textism.

Important for the learner's level of use and its effect on them. When

evaluating the degree to which the traits of Textism are used, accompanied when

positive and negative comments, the researchers will know how the Textism

influenced the learner.

 Schemata of the Study

Independent Variable Dependent Variables

TEXTISM

 Characteristics Magnitude of Practice

 Statements Effects to Learners

Figure 1. Conceptual model showing the relationship of the variables

Statement of the Problem

The study aim’s to determine the extent of usage and effects to learners of

Textism among the senior high school students of Southern Philippines College.

The study answers the following questions:

1. What is the demographics of the respondents in regarding of:

1.1 age;

1.2 grade level;

1.3 senior high strand;

1.4 number of years using a cellular phone;

2. What is the extent of the use of Textism among the respondents?

3. How does Textism affect the learners?

4. Is there a significant difference on the extent of Textism when

respondents was grouped according to:

4.1 age;

4.2 grade level;

4.3 strand;

4.4 number of years in using a cellular phone;

5. Is there a significant difference on the perception of the respondents on

the effects of Textism when respondents was grouped according to:

5.1 age;
 5.2 grade level;

5.3 strand;

5.4 number of years in using a cellular phone;

6. Is there a relationship between the extent of Textism and the perception

that Textism affects the learners?

Hypotheses

The null hypotheses stated below will be tested at .05 level of significance:

Ho1: There is no significant difference in the usage and effects of Textism

to the learners when the respondents grouped according to the given

demographics.

Ho2: There is no relationship between the extent of Textism and the

perception that Textism affects the learners.

The Significance of the Study

The study would render valuable benefits to all individuals in the educative

process. Precisely, this study will be beneficial to the following:

Students. They are the first beneficiary of this research for they will learn

the extent of usage and effects to the learners of Textism. Also, with this

research, it will help them to become responsible cell phone users.

Teachers. They will also benefit for they will be aware in the state of their

students and they can lead them to be a responsible cell phone user.

Parents. They will also benefit for they will be aware in the state of their

children and they can guide them to be a responsible cell phone user.

Administration. They will also benefit for they will have a guide for cell

phone using management inside the classes.

School. The school will also benefit for they will have a study about the

extent of usage and effects to the learners of Textism and help their students to

become a responsible cell phone user.

 Community. They will also benefit for they will have information about the

extent of usage and effects to the learners of Textism.

Future Researchers. They will also benefit from this research paper may

serve a reference to their study.

Scope and Limitations of the Study

The study was conducted to determine the extent of usage and effects to

learners of Textism in Southern Philippines College. The targets of the

researchers in this study was the Senior High School students, on how much

they use Textism and how it affects them as a learner. The researchers limited

the respondents into five (5) strands of Senior High School – Main Campus

namely; Criminology, HRTM, Information Technology, Bachelor of Science in

Secondary Education, Bachelor of Science in Secondary Education, Maritime,

Business Administration.
Definition of Terms

Acronyms. It refers to the shorthand that was constructed from the initial

letters of other words and rendered as a word..

Cellular Phone. It refers to a cellular phone that has other features, such

as text messaging or internet access.

Clippings. It denotes to a small portion that has been cut from something.

Code-switch. Any use of more than one language, variation or style by a

speaker in a speech or voice, or between different speakers or circumstances.

English. It's a universal language. English language, literature or

composition as a subject of study.

Emoticons. Signifies an image of a facial expression such as: *

(representing a kiss), created by various combinations of keyboard symbols and

used in electronic communications to communicate the feelings or emotions of

the writer.

Grammar. Indicates the whole scheme and structure of a language or

languages in general, usually taken as syntax and morphology (including

inflections) and sometimes as phonology and semantics.

Homophones. A set of symbols denotes the same sound or group of

sounds.

Language. The method of human communication, either spoken or

written, consisting of the use of words in a structured and conventional way.

Literacy. The ability to understand, to communicate and to write.

 Orthographic. The image of the sounds of a language by means of

written or illustrated symbols.

Phonological. The study of speech sounds, including in particular the

history and theory of sound, influences the language or two or more similar

languages..

Slang. Informal non-standard vocabulary, typically consisting of coinage,

arbitrarily modified words, and obscene, coerced, or facetious figures of speech.

Text message. Automatic contact sent and received by cell phone.

Textism. anguage in use in text messages, which is distinguished through

the use of abbreviations, single letters and symbols.