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Using Text Messaging in Spelling/Grammar Proficiency
Transcript of Using Text Messaging in Spelling/Grammar Proficiency
1.Latest technology and its use is the prerogative of every individual but for second language learners like Filipinos its use may be determined by the user by considering its impact on language skills.
2.It is indeed a challenge for teachers/instructors at university level to take up such issues in the classrooms so that graduates may be able to know the actual need of text messaging in academic and social life.
3.There is no significant relationship with the frequency of the text messages sent per day to spelling and grammar skills of a student.
4.There is a significant relationship with the frequency of hours spent in text messaging per day. Based from the findings and conclusions formulated in this research study, the following recommendations are hereby proposed:
1.College student, who are found as frequent users of mobile phones, must try to
avoid the use of such shortened words in texting which are not recommended in dictionary.
2.If the self-created shortened words are used in texting, they must contain at least syntactical rules so that other systems of the foreign/second language may not be harmedfor the sake of one benefit.
3.Students must also be told about the disadvantages of the over use of texting without observing language rules.Students must bear in mind that the academic and social lives of second language learners is entirely different from the native speakers who learn acquire English as mother tongue and their language learning habits are not affected the way texting could affect second language learners. Hence, a rational approach may be followed to avoid academic loss which second language learners may face in academic life. There is no denying the fact that texting or messaging has impact on the users’ speech and writing and if the users are engaged in over use of texting without considering its impact on the learning of spelling, grammar and syntax of the foreign language, their learning habits would definitely suffer. This is the main reason why the researchers come up with this study. This research study has been designed to know that to what extent college students use texting through mobile phones and its relationship on their grammar and spelling skill in English because of the use of shortened words used without any spelling, grammar or syntactical considerations of the foreign or second language. Discussions This study was undertaken to let other people, mentors, professors, and students to be aware of the possible consequences of using text messaging to English spelling and grammar skills. Moreover, the researchers come up with the following findings:
1.The variety in the age groups of respondents’ participation in the use of text messaging confirms Kamran’s observation that “people of all ages have benefited from the text messaging consumptions in modern societies” (Kamran, 2010).
2.Crystal (2008) claims that women are the most frequent texters, and they are also the ones who abbreviate the most. Based on the results presented, this claim is confirmed that female respondents have higher frequency in using text messaging and at the same time higher frequency that they are the ones who abbreviates most.
3.Of the 50 students tested, all were reported sending text messages; a median of 117 text messages sent per day and 8.75 hours spent in text messaging per day.
4.There is a very close average of number of text messages sent per day by respondents who got correct answers from 5-20.
5.As the number of hours spent in text messaging per day increases, the numbers of correct answers the respondents got decreases. Scope and Delimitation This study will focus on the relationship of the college students’ frequency of using text messaging and their proficiency in English spelling and grammar.
This study limits its coverage to 50 college students from different universities in Manila, from which 25 are boys and 25 are girls.Each respondent were given same questionnaires to answer. The study considers personal information of the participants including gender and age only to determine the group where there is most number of frequent users.
Contents of the instrument are divided into three parts. First part is for the participants’ frequency in using or sending text messaging. Second part is primarily based on the assessment of the participants on the use of text messaging and the impact on their English learning skills. The last part focuses on the spelling and grammar skill testing. Overall, text messaging has taken a similar course of most new technologies follow as they emerge on the social and academic scene. Many people are cautious and untrusting of new technologies, worried about the riff it could cause in the discourse of literacy. But as it settles into a stable place within society, the benefits will be more evident and people will see the shift in thinking it has caused. It is important for academics to understand the importance of bringing everyday literacy’s used by younger generations into the classroom to engage them more critically in the discourse of language and technology. Using Text Messaging in Results Spelling/Grammar Proficiency Statement of the Problem The researchers aim to present the relationship of the college students’ proficiency in English spelling and grammar with their frequency of using text messaging.
Specifically, the study seeks to:
1. Describe the frequent users of text messaging in terms of age and gender.
2. Identify the students assessment on their habits and attitudes when it comes to texting and their writing skills.
3. Evaluate their own habits about over using text messaging shorthands and abbreviations and the effect on their writing skills.. Significance of the Study This study is significant in many ways and will be important to the following groups: To the Students
This study could help them realize whether it is really good or bad using text messages frequently and using those abbreviations or shortened words. They could also asses their own selves whether they are already over texting or overusing shortened words that lead them to affect their English language skills. To the English Mentors
They could help these students to improve students’ proficiency in spelling and grammar and even guide them when encountering errors. To the Parents
Parents could able to know the reasons of students low performance in English subjects especially when their children are fond of texting. They could be aware that shortening words has an impact on the proficiency in spelling and grammar skills of their children. To the Future Researchers
For the future researchers who could have a similar or related topic with this study could use this research study and able to help improve and continue other aspects relating text messaging and the English language. The method the researchers used in this study is the descriptive-survey method, which was designed to gather information regarding the relationship of the participants’ proficiency in grammar and spelling with their frequency in using text messaging.
According to Calderon (1993), the descriptive-survey method of research is a fact finding study with adequate and accurate interpretation. It is used to collect demographic data about people’s behavior, practices, intentions, beliefs, attitudes, opinions and judgments, interest and perceptions. Such data are analyzed, organized and interpreted. With the previous definition, this is the best method applicable for this kind of study. This study was conducted using 50 college students from different universities in Manila. The students are selected randomly. All of the students were between the ages of 15 and 26. The researchers keep track of the final count of men surveyed compared to women to an equal amount of each were used as a sample population.
Crystal (2008) claims that women are the most frequent texters, and they are also the ones who abbreviate the most. If this is true, female respondents would be expected to have higher frequency in using text messaging based on the questionnaire. The questions at the beginning of the questionnaire will perhaps provide a better understanding of the results, in addition to test Crystal's claim above. This study completed by the researchers through primary data. The respondents were surveyed and asked a series of forty-three questions. Participants had similar questions wherein the first twenty-three were tailored specifically to their frequency on using text messaging and how text messaging affects their English grammar and spelling. The other twenty questions are modified about spelling and grammar test simplified. The researchers distributed the questionnaires to randomly selected college students from first to fourth year level. To begin the data analysis process, descriptive statistics were calculated on the independent variables to summarize and describe the data collected. Survey results were measured by category. There were five categories (subscales), representing the five dependent variables. Reponses to the survey items were scaled with ‘always’, ‘often’, ‘sometimes’, ‘rarely’, and never depending on the importance of each skill.
After the data was collected the researchers created a MS Excel spreadsheet with it, and also included the score the paper received out of 20 points for the spelling and grammar test, and computed averages for the participants in the study for each of the data points collected. At this time the researchers also pulled out the high and low ends of the data for each category. Using a similar procedure, the researchers also compiled the data from the survey in MS Excel. Because some of the answers on the survey were ranges, the researchers had to use the median of each range answer to compute average, high and low points for this data. This part of the study shows the analysis and interpretation of the data that has been collected by the researchers. The main source of the information is the survey questionnaire and supplementary information obtained from the respondents.
After conducting the survey of consisting 48 questions, the researchers tallied the results afterwards. The values of the numbers are represented in percentage form. The ages of the respondents ranged from 15-26 years with the 18-20 age bracket constituting the highest (48%) user group followed by the 15-17 age group (24%) and 21-23 age group (16%) while respondents who fell n 24-26 year bracket were only 12%. 72% are spending writing text messages using abbreviated form of words and 28% are not. Females are the most usual users of text messaging shorthands and abbreviations compared to male. Generally, about 24% of the respondents sent 51-150 text messages per day in average; while 20% send around 0-50 messages per day and 16% send around over 150 text messages per day. This implies that text messaging was a conventional and high among respondents. As seen from Table 2, there is a very close average of number of text messages sent per day by respondents who got correct answers from 5-20, so we can say that there is no relationship between the number of text messages sent per day with the number of correct answers the respondents got from the spelling/grammar test. While on the other hand, as the number of hours spent in text messaging per day increases, the numbers of correct answers the respondents got decreases, which gives us that the number of hours spent in text messaging per day is inversely proportional to the number of correct answers got from the spelling/grammar test. Thank You. Prepared by:
Jim Russel Ang
Raul F. Basada
Hannah Joyce R. Cabras
Miguel Paulo G. Capili
Maverick Elvin S. Lim