Does Text Messaging Affect Teen Literacy and English Language

The methodology part includes both a qualitative and quantitative section. The findings and research section is thorough, comprehensive and well detailed. Additionally, the research also has a conclusion and a reference section. The conclusion part simply concludes on the main argument of the paper, endorsing the thesis. The reference part is a bibliography of all the references used in the paper. The mode of texting among teenagers involves shortening words and using words in a different way, rather than the way the English language dictates. This practice is sadly affecting the command of language and literacy among teenagers, an issue that has caused much concern from parents, teachers and the international community at large. Besides basic phone SMS messaging, social media sites have also contributed to affecting literacy and academic performance among teens.

Much research has been conducted on how text messaging affects teenagers with regard to their academic life, literacy, and command of English. The researchers have posted different results, with some confirming that indeed, text messaging has a negative impact on teenagers. In the last two decades, parents and teachers have voiced complains about texting among school-going teenagers. Texting has been blamed for a number of things, including degradation of spelling among students and general corruption of language (Effects of Text Messaging on Language 2018). Teenagers all over the world have also admitted that texting is affecting their language. Therefore, based on evidence, text messaging has influenced significantly the use of language and literacy levels among teenagers, both positively and negatively. Literature Review Cell phones and text messaging influence to teen’s literacy and language is an issue that has raised concern all over the world (Is Texting Ruining Your Grammar? 2018).

The authors examined 936 text messages, which had been written in English before coming up with the final conclusion. Non standard spelling, message length and message characteristics were among the analyzed aspects. The authors report that approximately 25% of the word content in text, messages was non standard, in basis of spelling. The most common error, according to the authors was lack of capitalization. Shortening of words was also another quite dominant characteristic in text messaging. The authors examined 936 text messages, which had been written in English before coming up with the final conclusion. Non standard spelling, message length and message characteristics were among the analyzed aspects. The authors report that approximately 25% of the word content in text, messages was non standard, in basis of spelling.

The most common error, according to the authors was lack of capitalization. Shortening of words was also another quite dominant characteristic in text messaging. They have the capability to switch to the appropriate command and style of the English language when handling formal writings. Elixirpublishers. com, 2018, therefore, considers the belief that texting affects literacy and command of English among teenagers a myth. The study suggests that the deterioration of English among teenagers is probably due to some other reasons such as carelessness or weakness in methods of teaching and faults in the education system. The authors explain their findings providing other credible explanations.   Influence of Text Messaging To Communication (Tabares, 2018) supports the theory that text messaging has contributed to the decrease the quality of communication skills among teens.

Throughout the article, the author exposes how miscommunication, especially in the corporate and academic world, has been a result of texting. Comparing today’s teenager to a teenager of the 20th century, the latter may be seemingly more eloquent. This is a result of text messaging. Communication has shifted from being verbal to being largely text-oriented. The author suggests that with the current trend, the definition of literacy is likely to be altered. In the next few years, literacy might be defined as the ability to differentiate between images, sound, video and print media, curtsey of technology and texting, especially among teenagers. Ideally, literacy should be defined as the ability of an individual to be able to identify a rationale, analyze an audience correctly and communicate sensible information in a way that the audience will find engaging, persuasive and intelligent (Baggott, 2018).

Text messaging reduces words to substandard symbols and abbreviations, deconstructing the English language (Baggott, 2018). Despite being skeptical about text messaging, the writer also acknowledges that there are some advantages that have come with the practice. Methodology Participants The research was conducted on 14 participants. The respondents were aged 17 to 21 years, with most of the respondents being 19 years. The gender of the participants was balanced, with seven females and seven males. This was important in creating a common base, and to cater for disparities resulting from gender-based opinions. All the 14 respondents were school going teenagers, with an average of a high school education. The graphs were important in displaying the results of the survey in an understandable way. A percentage ratio was drafted for each response.

The pie charts were highly valuable for the research, and drafting the percentage ratio. Findings The main aim of the research was to answer the question if texting had an influence to teenager’s literacy and use of English. Definitely, this question was answered. 7% of the respondents also confirmed that they had experienced challenges in interpreting and understanding text messages from their friends, due to the use of text language. Only 14. 3% responded that they had never experienced any challenges in understanding and interpreting text messages written in text language from their friends. The survey was also inclusive of a question that sought to determine if teenagers used text language willingly in writing formal and academic works. 3% of the respondents answered that they did not use text message language in formal writing willingly.

The method of collecting and analyzing data was also very precise. Pie charts and graphs are generally excellent methods of data interpretation. They are easy to understand despite the nature of the recipient of the data. For instance, they can be used to display research findings to an illiterate audience. Reportedly, the research confirmed speculations which suggested that teenagers used text language when coming up with SMS. Certainly, parents and teachers should be worried about the future of the education of their teenagers (Wood, Kemp, & Plester, 2014). After claiming that most of them did not use text message language in academics and formal writings, the research takes the questioning to the next level. Apparently, most of the teenagers confirmed that text messaging had affected their academic performance.

This definitely rests the case. The research confirms speculations that have been disputed and debated upon extensively. The research does not, however, identify any positive impact of using text message language among teenagers. Most of the impact is negative. The respondents who did not respond to the negative claimed that there was no influence. The respondents backed up their answers with credible explanations, leaving no questions. The research was therefore inclusive, accurate and precise The literature review is however clear that in a way, text messages promote literacy, by urging teenagers to be able to read and write. youtube. com/watch?v=nY67Pjbi-QI Elixirpublishers. com. [online] Available at: http://www. elixirpublishers. 1111/jcc4. 12045 Pennycook, A.  The cultural politics of English as an international language.