Paper Info
Title
Texting, techspeak, and tweens: The relationship between text messaging and English grammar skills.
Abstract
The perpetual use of mobile devices by adolescents has fueled a culture of text messaging, with abbreviations and grammatical shortcuts, thus raising the following question in the minds of parents and teachers: Does increased use of text messaging engender greater reliance on such 'textual adaptations' to the point of altering one's sense of written grammar? A survey (N = 228) was conducted to test the association between text message usage of sixth, seventh and eighth grade students and their scores on an offline, age-appropriate grammar assessment test. Results show broad support for a general negative relationship between the use of techspeak in text messages and scores on a grammar assessment, with implications for Social Cognitive Theory and Low-Road/High-Road Theory of Transfer of Learning. These results indicate that adolescents may learn through observation in communication technologies, and that these learned adaptations may be transferred to standard English through Low-Road transfer of learning. Further mediation analyses suggest that not all forms of textual adaptation are related to grammar assessment score in the same way. 'Word adaptations' were found to be negatively related to grammar scores, while 'structural adaptations' were found to be non-significant.
Year
DOI
Venue
2012
10.1177/1461444812442927
NEW MEDIA & SOCIETY
Keywords
Field
DocType
adolescents,English grammar,low-road,high-road theory of transfer of learning,observational learning,text messaging,textual adaptations
Negative relationship,Social psychology,English grammar,World Wide Web,Observational learning,Sociology,Social cognitive theory,Transfer of learning,Grammar,Mobile device,Mathematics education,Standard English
Journal
Volume
Issue
ISSN
14.0
8
1461-4448
Citations 
PageRank 
References 
7
0.57
3
Authors
2
Name
Order
Citations
PageRank
Drew P. Cingel1162.85
S. Shyam Sundar262347.06