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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

In order to have basis for this study, the researchers studied several

related literature and studies available. These may help relate the

situation with other experiences to determine the real fact about the

relationship between text messaging and teen literacy.

The frequent use of text messaging

The evolution of technology over the last decade or so has

happened at rapid speed not only innovative gadgets have been

introduced but also popularizing with new languages among young

generation. In the modern technological world, people have become so

accustomed to be idea of sending and receiving information almost

instantly. Text messaging have been widely used by cellphone users

especially by teenagers in order to get conversation easier and quickly

said by Thatcher (as cited by Singh, 2015). In the same study, seventy-
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eight percent of teenagers was mentioned to use text messaging

frequently.

The result of Singh’s research indicate that new languages arise in

this modern technological world. And because of this, there are a lot of

people, specifically teenagers chose to communicate through text

messaging.

All that texting is actually changing our brain according to a new

study in Swizerland, activity in the brain regions connected to the thumb

and index finger was higher in people who regularly text-message via a

touchscreen smartphone compared to those who don’ t. The more the

person used smartphone over the last 10 days, the higher activity in the

brain said Gosh in his report in the Journal Current Biology (as cited by

Meredith Engel, 2014).

Declining Language Skills with regard to Grammar

In textism, users usually omit subjects, disregard capitalization or

ignore the use of articles and drop auxiliary verbs such as ‘do’ in a

question. For instance, they use “I know you?” instead of “Do I know

you?”. These results are in line with the study by Uthus (as cited by
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Tayebinik & Puteh, 2012) who claimed that the use of shorter sentences,

simpler tenses of verbs and little punctuation in these messages are

evidence of a weaker consideration of correct grammar and spelling.

This shows that teenagers nowadays, don’t heed the use of proper

grammar in constructing text messages or simply sentences. Ascribe to

this, is the widespread use of mobile technologies of the digital natives or

the teenagers.

Texting could lead to a decline in language skills, warns a new study

that found tweens who text are more likely to fall short on grammar tests.

To study the effects of these habits, Cingel gave a grammar assessment

test to the students. The results of the survey and the test, which were

reported in the journal New Media & Society, showed a link between poor

grammar scores and frequent texting. This suggests that tweens might not

be initiating all of their bad language habits, but may also be influenced

by the grammatically incorrect messages by their friends and family.

According S. Shyam Sundar, if you send your kid a lot of texts with word

adaptations, then he or she will probably imitate it. These adaptation

could affect their offline language skills development and grammar skills,

as well. In addition to this, the researchers speculated that some texting

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tweens made poor grammar choices in more informal writing because

they had trouble switching between techspeak and the normal rules of

grammar (as cited by M. Gannon, 2012).

Many studies cited that poor grammar skills and texting, shows a link

by means of bad language habits, influence of family and friends and

difficulties in changing between techspeak and ground rules of grammar.

Spelling in the Development of a Child’s Literacy to Adolescence

As stated by Muhammad (2011) in his study, introducing text

messaging on mobile devices to a young person would be viewed as

something new, fun and enjoyable and the child would aggressively

engage in word formation and explore other aspects of literacy

development. Furthermore, scholars agree that phonics instruction,

phonological awarenesss and alphabet recognition are important

aspects of a child’s spelling skills development and that reinforcement of

corrective spelling practices is critical during these developmental and

experimental stages.
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The study of Muhammad states that a child’s literacy development

distinctly the spelling, is affected by the phonology such that it is the stage

where learning spelling skills is critical.

On the otherhand, a study find use of “text speak” including

shortened words and abbreviations can actually improve children’s

spelling because they sound out words and phrases. It makes them think

about language phonetically, a study found. According to Clare Wood

(as cited by Carter, C., 2014) texting can offer children the chance to

practice their understanding of how sounds and print relate to each

other. The only negative impact in the tests were young adults. They found

young people continue to use abbreviations in text messages to convey

emotion and because of constraints on their time.

In addition, the study of phonology helps in the improvement of a

child’s literacy for the reason that they are able to understand how words

sounds and relate it to one another; resulting to an advancement in their

spelling skill up to their adolescence.

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The Use of Correct Punctuations in Texting

Puntuation marks are very important aspect of languages. They

can change and give new meanings to sentences. Even though the

standard and correct use of punctuation is still important in books, formal

letters and messages to public, with the modern technology and the

different code of languages that young people especially have started

to use, punctuation seems to be no longer be considered as important as

before. Texting language or SMS language is another example of a not

so encouraging trend when it comes to using good grammar and

punctuation. It consists of abbreviations and use of letters with numbers.

In text-language, punctuation rules are not quite applied properly, and

the use of question mark. Another thing is that when people

communicate on social media or other applications, they like to answer

and be answered instantly. Most would use “internet language” or “text-

language” in order to minimize the effort and time for communication,

which means, that punctuation is not prioritized and may even be leftout

entirely (Kevin Kabeya, 2016).

The generation nowadays, do not give importance to the use of

punctuations anymore in response to the trend between teenagers

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especially in texting their friends where the exchange of message

happens instantly. Also the use of improper punctuations, are not an issue

anymore since in texting punctuation rules doesn’t apply.

According to Klin (as cited by Sarrah Whitten, 2015), punctuation is

used and understood by texters to convey emotions and other social and

pragmatic information. Given that people wonderfully adept at

communicating complex and nuanced information and in conversations,

it is not surprising that as texting evolves, people are finding ways to

convey the same types of information in their texts.

Improper Abbreviations as a Trend among Teenagers

Students believed that typing abbreviated words caused their

communication to be faster. Hence, more messages are able to be

exchanged. Secondly, they used shortened words to make both typing

and reading messages easy and simple. Students also believed that using

shortened form of words have become a trend among youngsters. This

such a kind of writing is a fashion. On the otherhand, Vosloo (as cited by

Tayebinik & Puteh, 2012) also discovered similar result and reported that
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textism is highly widespread to the extent that some viewed it as a kind of

language register.

As a result of the innovative technology, communication became

faster and more efficient. Shortened words or abbreviations became a

trend among youngsters which takes it as something that is fashionable

among them and a new language register. For instance, to make

communication faster, they use “LOL” instead of Laughing Out Loud.

According to Muhammad (2011), to get insight into the students’

use of abbreviations, he asked participants in my study to write three

abbreviations they most often use. Some students also wrote what the

abbreviation stood for. As anticipated, many wrote LOL and those who

wrote what it stood for correctly spelled “laugh” or “laughing out loud.” In

fact, all words were spelled correctly by those who chose to write them

out. In line with previous research citing motivations for using

abbreviations and short spellings, participants in his research responded

in various forms of “it saves space and time”, “it’s easier,” and even “it’s

cool”.
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Likewise, Muhammad’s study gives perception that teenagers or

students use it to save time, to make communication immediate and just

because it is friendly and cool.

Contrary to the popular belief, the use of text message

abbreviations is linked positively with literacy achievements, it is

according to the researchers from Coventry University found out (as cited

by Alexandrea Smith) Their study explored how the use of text

abbreviations might be related to the skills children need in reading and

writing. Most abbreviations were phonetically based such as “wot” for

“what” and combination of texts, such as “C U L8r”. Many children also

used a form of youth code, a casual form of language such as “dat fing”,

“gonna” or “wanna”. In their research, they found out that children who

were the best at using “textisms” were also found to be better spellers and

writters.

In some studies it shows that the study of phonology is the basis for

some abbreviations. In such a way that it is adapted on by how it sounds.

Also it is ascertain that people who use abbreaviations more are actually

much more adapted and diverse in spelling and writing.

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Adapting Different Vocabularies

According to Lee (as cited in the Science Daily, 2012), our

assumption about text messaging is that is encourages uncontrained

language. But the study found this to be a myth. The people who

accepted more words did so because they were better able to interpret

meaning of the word, or tolerate the word, even if they didn’t recognize

the word. Students who reported texting more rejected more words

instead of acknowledging them as possible words. She also said the

reading encourages flexibility in language use and tolerance of different

words. It helps readers to develop skills that allow them to generate

interpretable readings of new or unusual words.

Accepting and adapting more diverse vocabulary shows that, it

helps on the development of the literacy of some people such that it

allows them to familiarize themselves into a new or strange words.

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References

Carter, C., 2014.”Texting Improves Children’s Spelling and Grammar”.

The Telegraph.
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Engel, M., 2014.”Frequent Text-messaging Changes Your Brain: Study”

Daily News.
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Gannon, M., 2012.”Texting May Lead To Bad Grammar” Live Science.

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Kabeya, K., 2016.”Puntuation In The Age Of The Internet” Unravel. Issue 9.

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Muhammad, J. G. 2011. "Exploring the Effects of Text Messaging on the

Spelling Skills of Ninth and 12th Grade Students". AllStudent Theses.
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Singh, S. 2015, “A Study on Text Messaging Affects Teen Literacy and

Language”. Delhi School of Professional Studies and Research,
Delhi. ISBN no. 978-81-923211-7-2.
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Smith, A., nd.”Texting Slang Aiding Children’s Language Skills”

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Solomon, J., 2013.”Is Texr Messaging Ruining English?”.

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Tayebinika, M. & Putehba, M., 2012. "Txt msg n English Language

Literacy". Faculty of Education. Universiti Teknologi Malaysia,
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University of Calgary, 2012. “Texting Affects Ability To Interpret Words”.

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Whitten S., 2015.”Texting With Punctuation Is Insincere: Study”CNBC

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