The impact of text messaging on English literacy skills among college students in the Maldives : perceptions of students and teachers / Aminath Waseela

Abstract

Text messaging has been criticized for its perceived negative impact on spelling skills of students and increasing appearance in formal academic papers. The purpose of this research is to study text messaging behaviors of college level students and the perception held by students and teachers on the impact text messaging has on students English language skills; specifically, on students spelling in the Maldives.
A qualitative approach in which 6 students compromising of diploma and undergraduate level and 3 English language teachers were selected using purposive sampling technique from one of the private higher education institutions in the Maldives. Semi-structured interviews were held with selected students and teachers in which the frequency and volume of their texting was determined, as well as the featured of texisim they reportedly use while texting. In addition, samples of the learners' English written work were examined for specific features of textism. These features included (deliberate) spelling errors, punctuation errors, the use abbreviation or acronyms, and the use of emoticons and rebus writing.
The results of this study indicate that students and teachers perceived the use of textisms in formal academic work as inappropriate while use of textism in informal communication not an issue as long as students can distinguish between the formal and informal context. Results also show that similar to other countries, college students in Maldives are avid texters and reported frequent use of textism in their daily communication. Despite this, the samples of written work did not show much incidence of textism features.
Responses to teacher interview indicated that teachers both deduct marks for features of textism in written language and advice those students who do not conform to the formally approved standards of English. It is possible that the actions of the teachers and students maturity level and awareness of the appropriate context plays significant role in the lack of textism features in written language use of the learners. Similarly, though students are proficient in textism and use it when chatting with friend and family, they can produce written work that adhere to the formally approved standards of English.
Keyword: English literacy, text messaging, texting, textism