The effects of texting on students' spelling skills. (c2014)

Abstract

The increase in popularity of text messaging and the use of textism, the abbreviated form of words, in 12-to-13-year-old students has raised concerns among teachers, parents, and the media about possible consequences on the students’ spelling skills. This study investigates the effects of being exposed to the correct spelling of words or to their textism on 12-to-13-year-old students’ spelling skills in four different Lebanese schools. Students were divided into two groups (control and experimental) and asked to complete a spelling pre-test and a spelling post-test consisting of thirty words. The control group was exposed to the correct spelling of words before completing their post-tests. On the other hand, the experimental group was exposed to the textism form of the words before completing their post-tests. Results showed that the students’ scores increased after being exposed to the correct spelling of words, whereas their performance decreased after being exposed to the words written in textism. Recommendations for further research include performing the same study with more than one exposure phase and spelling post-test and studying whether a certain form of textism helps students enhance their spelling.