Text messaging via cellphone has become widespread in the United States, particularly

with young people. According to The New York Times, a Nielsen Company study
indicated that teens sent and received an average of 2,272 texts per month during the
fourth quarter of 2008 alone. A number of theories have sought to assess the possible
effects of frequent texting.

Read more : http://www.ehow.com/info_12197822_theories-effects-use-cellphone-

textmessaging.html

Peer-Acceptance Anxiety


Some behavioral experts believe that the need to text frequently can create anxiety
among teenagers. Sherry Turkle, a Massachusetts Institute of Technology
psychologist, said that teenagers often feel the need to respond to a text
immediately to maintain strong social connections. Michael Hausauer, a
psychotherapist in Oakland, California added that teens often fear being left out of
the social loop. They feel they must text frequently to stay connected to friends.
Turkle's and Hausauer's theories were described in an article in the New York
Times.

Adolescent Development


Texting may affect how adolescents develop into young adults. In the same New
York Times article, Professor Turkle said teens attempt to distance themselves
from their parents as a means of seeking greater independence, as part of the
normal process of development. With the convenience offered by texting,
teenagers may develop a habit of staying in constant touch with their parents,
seeking their guidance concerning even the most mundane issues of everyday life
instead of learning to make their own decisions.


 Read more : http://www.ehow.com/info_12197822_theories-effects-use-cellphone-
textmessaging.html

Text messaging, or the practice of using a cell phone to send out short written messages
to others, has caught on. For instance, a text message that says "G2G" translates as "got to
go" in plain English. While this speeds up the process of communicating by cell phone,
there are some concerns about how these shortcuts might affect users over the long term.
Text messaging has particularly caught on with younger users and could have an impact
on their vocabulary.

Read more : http://www.ehow.com/info_8559591_effects-texting-vocabulary-

students.html

Spelling


One area of impact is spelling. When students constantly use text messaging
format, they may favor the spellings they are more familiar with over the correct
spellings. For instance, a student who is constantly typing "u" in his text messages
could develop a tendency to extend this to schoolwork, or other more formal
communication, such as email. Instead of spelling out "you", he may well
continue to use the text messaging format.




Informal Language


The style of text messaging is an informal one. This sort of informal language
may not be suitable for other forms of communication. It is also not conducive to
developing a good vocabulary. For instance, a student could use the form of
abbreviated communication common in texting contexts for a school assignment.
Symbols such as "LOL" for "laugh out loud", or "b/c" for "because" are not
acceptable for formal communication.


 Read more :聽 http://www.ehow.com/info_8559591_effects-texting-vocabulary-
students.html

Debate rages among educators about the effects of text messaging on English grammar.
According to an unscientific poll conducted by Edutopia.org, 50% of the 1028
respondents felt texting is harming students' writing and grammar. In the same poll 20%
thought that text messaging may have some impact's student's writing but they do not
think it is a major problem; 27% felt texting was not a negative influence.

Read more : http://www.ehow.com/list_5828172_effects-text-messaging-english-

grammar.html

Negative Effects


Educators weighed in on Edutopia.org about how text messaging has effected

student's writing abilities: "I teach 9th and 11th grade English and regardless of
the age, my students' spelling is atrocious. Texting does not and has not helped."

Some teachers believe the abbreviations used in text messaging are assaulting
written English. Middle and high school teachers report that papers are being
written using poor punctuation, bad grammar and inappropriate abbreviations.
Students sometimes do not realize they are using text lingo in their academic
writing.

Positive Effects


Some educators feel that anytime you can get students to write, it is positive.
Students are writing more than ever before because of texting, instant messaging
and online communications. Educational researchers discovered that students are
writing more and revising more. The assumption that text messaging is just
writing anything, but students must edit to fashion messages into a few precise
 words. There are teachable moments involved with texting; teachers can use it to
teach about the evolution of language from Shakespearean English to Internet
English.

Read more :聽 http://www.ehow.com/list_5828172_effects-text-messaging-english-

grammar.html

Origins of SMS


Because text messages are transmitted over networks designed for telephone calls
rather than data transfer, the messages must be limited in size, usually to 140
bytes, which can contain about 160 characters. In order to save space, text
message users adopt abbreviations from internet slang, such as "lol" for "laughing
out loud" or "idk" for "I don't know." In addition, new abbreviations, often
involving numbers, have become common, such as "2nite" for "tonight." "2nite"
also avoids the difficult letter-combination igh, all of which are on the same key
on a phone keypad, meaning the same key must be tapped repeatedly.

Effects on Everyday English



Some abbreviations originally used in text speak have become common in other
areas. The common abbreviation "u" for "you" appears in song titles such as
Pink's "U + Ur Hand," although this usage was not unknown before SMS became
popular. In some cases, students have begun to use SMS abbreviations in written
work. A brief controversy erupted in 2006 in New Zealand when speculation arose
that students would even be allowed to use SMS speak in exams. However, these
rumors were quickly quashed.




Criticism


Writers and language experts have come out against the use of SMS
abbreviations. British journalist and broadcaster John Humphrys has said that
texting is "wrecking our language" and has called its users "vandals." Linguistic
traditionalists worry that text speak will reduce users' ability to write correct
English sentences, and will harm their spelling and vocabulary. Because SMS
speak originated from the need to send very short messages, it discourages
complex vocabulary and prevents the creation of longer, more sophisticated
phrases.

Other Negative Effects



In other countries, there are concerns that the prevalence of text speak tends to
Americanize the way its users write. For example, French and German text speak
includes abbreviations such as "lol" and "brb," which are based on English
phrases ("brb" stands for "be right back"). Early SMS messages could not
represent the accents used in Polish spelling, leading many people to omit them.
This practice is now beginning to turn up in writing outside of SMS. In other
languages, as in English, SMS speak simplifies and abbreviates language, thereby
robbing language of its subtlety and complexity

Read more :聽 http://www.ehow.com/info_7943766_sms-its-negative-effects-

language.html

The way students communicate with one another through social media and text
messaging is creeping into school classrooms across the globe.
Slang terms and text-speak such as IDK (I don’t know), SMH (shaking my head), and
BTW (by the way) have become a common sight on student assignments, befuddling
most school teachers who are unsure of how to fix this growing problem.

Terry Wood, a language teacher at St. Mary’s Ryken High School in Leonard Town,
Maryland, USA has seen a ‘dramatic decline’ in the writing abilities of her students, ’due
to Tweeting, Facebook, and texting.’

“They do not capitalise words or use punctuation anymore,” says Wood, a teacher with
ten years of in-class experience. “Even in e-mails and letters to teachers or in writing
assignments, any word longer than one syllable is now abbreviated to one.”

Many teachers in South Africa are experiencing the same problem, especially with high
school learners. However, there are also benefits to social media: within an educational
context they are part of a virtual learning environment. The classroom is shifting in time
and space with e-learning.

Instant Messaging: Friend or Foe of Student Writing?

by Amanda O'Connor

Introduction
With the commercial advent of the Internet and cell phones in the late 1990's,
technologies such as instant messaging (IM) and text messaging (TM) have achieved
increasing prevalence in our society. These types of messaging technologies are widely
used among adolescents today. To cite just one personal example of this widespread
usage, my friend's daughter, who is now 11 and lives in Ireland, got a cell phone last year,
and, according to my friend, "was the last person in her class to get one." This is quite an
amazing change, given that ten years ago, instant messaging and text messaging were in
their infancy, and cell phones were only readily available as tools for roadside assistance.

Given the newness of these types of technologies, it is only in the last few years that
educators have started to notice them and explore their effects on student behavior and
performance. While there is supporting evidence to suggest that these technologies have a
large influence on the social development of adolescents, an even more pertinent issue for
classroom teachers is what effects these technologies have on the academic development
of young people. In this article, I examine how students' use of text messaging
technology, specifically IM, affects their writing skills. How does IM use affect students'
interest in traditional writing (as learned in school)? In what ways does IM usage affect
students' writing ability? How does "IM-speak" change students' views of what is
considered "proper" language? How can classroom teachers build on student use of this
increasingly popular technology? In this paper I provide a discussion of the current issues
and current teacher practices surrounding instant messaging as it relates to student
writing.

What is Instant Messaging?

Instant messaging is a form of computer "chat" that allows one to have a real time, typed
"conversation" with one or more "buddies" while connected to the Internet It is an
extremely fast-growing communications medium, especially among adolescents.
According to a Pew report from 2001, "74% of online teens use instant messaging"
(Lenhart, Rainie, & Lewis, 2001, p.3), and "69% of teen instant message users use IM at
least several times a week" (p.3). Given this high rate of use, which has only been
increasing since the Pew report was published, IM is clearly an extremely influential
element in many young people's lives.

Academic Effects of Instant Messaging

While everyone recognizes that IM is widely used by adolescents and teens in the United
States, there seem to be two distinct opinions of its effect on student academics. There are
those who see the use of so-called "Internet English" as a breakdown of the English
language – according to a recent newspaper article, "Some teachers see the creeping
abbreviations as part of a continuing assault of technology on formal written English"
(Lee, 2002). Conversely, there are those who regard this same "Internet English" not only
as an example of how language is constantly developing and changing, but also as a type
of literacy in and of itself, which can be capitalized on to engage students in more
traditional learning. As professor Barbara Bell believes, "anytime (students) are reading
or writing, it's going to help" (Associated Press, 2003, p.1).

One concern about IM has to do with the "bastardization" of language. Several articles
indicate that students who use messaging on a frequent basis often use bad grammar, poor
punctuation, and improper abbreviations in academic writing. According to Lee (2002),
"teachers say that papers are being written with shortened words, improper capitalization
and punctuation, and characters like &, $ and @. " However, something that is not always
considered is that these mistakes are often unintentional – when students use IM
frequently, they reach a saturation point where they no longer notice the IM lingo because
they are so used to seeing it. Montana Hodgen, a 16-year old high school student in
Montclair, New Jersey, "was so accustomed to instant-messaging abbreviations that she
often read right past them" (Lee, 2002). As she puts it, "I was so used to reading what my
friends wrote to me on Instant Messenger that I didn't even realize that there was
something wrong," she said. She said her ability to separate formal and informal English
declined the more she used instant messages" (Lee, 2002).

This was also a problem for Carl Sharp, whose 15-year old son's summer job application
read "i want 2 b a counselor because i love 2 work with kids" (Friess, 2003), and English
instructor Cindy Glover, who – while teaching undergraduate freshman composition in
2002 – "spent a lot of time unteaching Internet-speak. 'My students were trying to
communicate fairly academic, scholarly thoughts, but some of them didn't seem to know
it's "y-o-u," not "u"'" (Freiss, 2003.) These examples give credence to Montana Hodgen's
point, that heavy IM use actually changes the way students read words on a page.

Other educators take IM usage as a more positive trend, and revel in how comfortable
today's kids are with writing, and how much easier it is for them to get words on a page
(or, more often, screen.) Barbara Bass, director of the Maryland Writing Project, points
out "For a while, people were not writing anything. Now, people are actually seeing
words on paper. And that's good" (Helderman, 2003.) In fact, according to another recent
newspaper article, "Instant messaging and e-mail are creating a new generation of
teenage writers, accustomed to translating their every thought and feeling into words.
They write more than any generation has since the days when telephone calls were rare
and the mailman rounded more than once a day" (Helderman, 2003).

Gloria Jacobs, in her research, has found that not only are students writing more than they
have in years, but they are also revising and editing as well. As the aforementioned article
cites her, "Jacobs said too many adults dismiss online writing because they assume kids
jot off anything that pops into their heads. While that is sometimes true, she said, she also
saw teenagers read over messages before sending them, editing to clear up mistakes or
imprecision . . . Liz [Charlton, a 13-year old seventh grader] and her classmates said they
will sometimes sit in front of a computer screen for up to 10 minutes, planning a sensitive
message – wording and rewording" (Helderman, 2003.)

Some educators even see the pervasiveness of the frequently-changing IM terminology as

an opportunity to teach students about language evolution. Erika Karres, a teacher
educator, "shows students how English has evolved since Shakespeare's time" (Lee,
2002,) using IM lingo as an example of today's speech.

It is clear from the points raised in this section that both 'sides' have valid concerns in this
ongoing debate. To further address these issues, I will now turn to a more in-depth
discussion of IM and its relationship to academic writing, including strategies
implemented by actual classroom teachers.

Instant Messaging and Writing

One of the most interesting things about IM and other popular technologies (text
messaging, video games, etc.) is that they are potentially learning tools. They can be
harnessed by educators to help students learn school-related content, as is illustrated by
teachers who "encourage students to use messaging shorthand to spark their thinking
processes" (Lee, 2002.) Trisha Fogarty, a sixth grade teacher, states "When my children
are writing first drafts, I don't care how they spell anything, as long as they are
writing . . . If this lingo gets their thoughts and ideas onto paper quicker, the more power
to them" (Lee, 2002). However, the same teacher indicates that "during editing and
revising, she expects her students to switch to standard English" (Lee, 2002).
Other teachers have also started to capitalize on student interest in writing as "recreation"
rather than "work." Robyn Jackson, a high school English teacher, has "organized an
online chat room where some Gaithersburg High students meet once a week to discuss
literature and writing. The students are allowed to use Internet-speak in the chat room that
would never be allowed in formal writing, but the online conversations are vigorous and
intelligent" (Helderman, 2003.) However, the teacher's job doesn't end there-- Jackson
believes that part of her job as an educator is to help students to "switch off their informal
habits when they leave the chat room" and that "this gives us a wonderful opportunity to
speak to students about what language to use where" (Helderman, 2003.)

Jackson's point is the crux of the concern that educators have with IM and IM lingo.
Students have trouble seeing the distinction between formal and informal writing, and
consequently use informal IM abbreviations and lingo in more formal writing situations
(Brown-Owens, Eason, & Lader, 2003, p.6.) However, this problem is not
insurmountable. Students can be taught both to understand what constitutes correct
language, and also to know when different types of language are appropriate to use.
Educators sometimes believe that this level of judgment is something adolescents already
have, but as Jackson points out, "I think we expect kids to get it instinctively, and they
don't. It's something that has to be explicitly conveyed to children" (Helderman, 2003.)

Joylyn Hannahs, a ninth grade English teacher, told her students that "if they turned in
papers written like instant messages, their grades would suffer" (Helderman, 2003.) Her
threat worked. Students no longer make those same mistakes, indicating that students can
learn the appropriateness of language in different situations. Robert Schrag, a
communications professor, points out that "We have always implicitly taught our children
different language structures and how they function in different arenas . . . We use (a
different) language structure watching a basketball game than in our place of worship.
Most children will understand the difference" (Friess, 2003.)

Some educators believe that this type of language misuse is the fault of the students.
Obviously there are cases where this is true, as well as cases where it is not. However,
regardless of the situation, teachers can work to ensure that students develop a sense of
audience when writing. As Leila Christenberry, former president of the National Council
of Teachers of English and a university English professor, asserts, "It's not that there's
never a place for this sort of thing, but it's the difference between how you would dress to
go out on Saturday night versus how you dress when you do yard work" (Friess, 2003.)

I believe that Brown-Owens, Eason, and Lader (2003) sum up the general debate on this
issue very succinctly: "The dilemma, then, is how to help educators adapt literacy
education to the reality that instant messaging is the dominant mode of written
communication in the lives of many American teenagers" (p. 8.)

Conclusion
At this point in time, it is not possible to determine specifically the effects of instant
messaging on formal writing. However, one clear conclusion is that IM is becoming an
important literacy in kids' lives, and consequently one that needs to be recognized by
teachers.

So how does this 'new literacy' impact classroom teaching? Probably the most important
thing that teachers can do is to emphasize to students the concept of audience. Students
need to understand the importance of using the appropriate language in the appropriate
setting, and that who one is writing for affects the way in which one writes. For example,
IM-speak is perfectly acceptable when instant messaging with someone; on the flip side it
is completely unacceptable when writing a formal letter. The same thing is true of formal
writing – it is appropriate in an official document, such as a school paper, but would be
inappropriate in-- for example-- an online chat room.

In addition to teaching about audience, teachers can also use IM to speak to their
students. As cited in the previous section, teachers have done this with some impressive
results. If students understand where and when it is appropriate to use certain types of
language, then allowing them to use IM-speak can be beneficial in building student-
teacher relationships, in enhancing students' comfort level in school settings, and in
improving academic performance.

IM lingo is evidence of the evolution of language, and as Brown-Owens, Eason, and

Lader (2003) point out, teachers need to realize that – for better or for worse – IM is
widely used among many adolescents and is consequently a strong influence on student
academic performance. For who knows? Given its roots in other languages, sometime
soon we may even be teaching IM-speak as a legitimate form of language.

References

Associated Press. (2003, July 13). N.C educators say instant messaging helps students
write. The Charlotte Observer. Retrieved March 14, 2004.

Brown-Owens, A., Eason, M., & Lader, A. (2003). What effect does Computer-Mediated
Communication, specifically Instant Messaging, have on 8th grade writing competencies?
Retrieved March 14, 2004.

Dillon, S. (2004, December 7). What Corporate America Can't Build: A Sentence. New
York Times. Retrieved December 7, 2004 from the World Wide
Web:http://www.nytimes.com/2004/12/07/business/07write.html?oref=login.

Lenhart, A., Rainie, L., & Lewis, O. (2001). Teenage life online: The rise of the instant-
message generation and the Internet's impact on friendships and family relationships.
Retrieved December 13, 2004.
Friess, S. (2003, April 1). 'Yo, can u plz help me write English?': Parents fear online
chatting ruins kids' language skills. USA Today, p.D.08.

Helderman, R.S. (2003, May 20). Click by Click, Teens Polish Writing; Instant
Messaging Teaches More Than TTYL and ROFL. The Washington Post, p. B.01.

Lee, J. (2002, September 19). I Think, Therefore IM. New York Times, p.G.1.

About the author

Amanda O'Connor is a graduate student in Educational Technology at the University of

Washington. Her primary academic interest is in the field of Digital Literacies,
specifically focusing on how popular technologies – such as video games and instant
messaging – trigger inadvertent learning and can thus be harnessed to help students with
academic learning.

Contact info: amandao@u.washington.edu

The small phone keypad has caused a number of adaptations of spelling: as in the phrase
"txt msg", "lol", "brb", "HMU", or use ofCamelCase, such as in "ThisIsVeryLame". To
avoid the even more limited message lengths allowed when
using Cyrillic or Greek letters, speakers of languages written in those alphabets often use
the Latin alphabet for their own language. In certain languages utilizing diacriticmarks,
such as Polish, SMS technology created an entire new variant of written language:
characters normally written with diacritic marks (e.g., ą, ę, ś, ż in Polish) are now being
written without them (as a, e, s, z) to enable using cell phones without Polish script or to
save space in Unicode messages.
Historically, this language developed out of shorthand used in bulletin board systems and
later in Internet chat rooms, where users would abbreviate some words to allow a
response to be typed more quickly, though the amount of time saved was often
inconsequential. However, this became much more pronounced in SMS, where mobile
phone users do not generally have access to a QWERTY keyboard as computer users did,
more effort is required to type each character, and there is a limit on the number of
characters that may be sent.
In Mandarin Chinese, numbers that sound similar to words are used in place of those
words. For example, the numbers 520 in Chinese (wǔ èr líng) sound like the words for "I
love you" (wǒ ài nǐ). The sequence 748 (qī sì bā) sounds like the curse "go to hell" (qù sǐ
ba).
Predictive text software, which attempts to guess words (Tegic's T9 as well as iTap)
or letters (Eatoni's LetterWise), reduces the labour of time-consuming input. This makes
abbreviations not only less necessary, but slower to type than regular words that are in the
software'sdictionary; however, it does make the messages longer, often requiring the text
message to be sent in multiple parts and, therefore, costing more to send.
The use of text messaging has changed the way that people talk and write essays,
some[70] believing it to be harmful. Children today are receiving cell phones at an age as
young as eight years old; more than 35 percent of children in second and third grade have
their own mobile phone. Because of this, the texting language is integrated into the way
that students think from an earlier age than ever before.[71] In November 2006, New
Zealand Qualifications Authority approved the move that allowed students of secondary
schools to use mobile phone text language in the end-of-the-year-exam papers.
[72] Highly publicized reports, beginning in 2002, of the use of text language in school
assignments caused some to become concerned that the quality of written communication
is on the decline,[38] and other reports claim that teachers and professors are beginning to
have a hard time controlling the problem.[38] However, the notion that text language is
widespread or harmful is refuted by research from linguistic experts.[73]
An article in The New Yorker explores how text messaging has anglicized some of the
world's languages. The use of diacritic marks is dropped in languages such as French, as
well as symbols in Ethiopian languages. In his book, Txtng: the Gr8 Db8, David
Crystal says that texters in all eleven languages use "lol", "u", "brb", and "gr8", all
English-based shorthands. The use of pictograms and logograms in texts are present in
every language. They shorten words by using symbols to represent the word or symbols
whose name sounds like a syllable of the word such as in 2day or b4. This is commonly
used in other languages as well. Crystal gives some examples in several languages such
as Italian sei, "six", is used for sei, "you are". Example: dv 6 = dove sei ("where are you")
and French sept "seven" = cassette ("casette"). There is also the use of numeral
sequences, substituting for several syllables of a word and creating whole phrases using
numerals. For example, in French, a12c4 can be said as à un de ces quatres, "see you
around" (literally: "to one of these four [days]"). An example of using symbols in texting
and borrowing from English is the use of @. Whenever it is used in texting, its intended
use is with the English pronunciation. Crystal gives the example of the Welsh use
of @ in @F, pronounced ataf, meaning "to me". In character-based languages such as
Chinese and Japanese, numbers are assigned syllables based on the shortened form of the
pronunciation of the number, sometimes the English pronunciation of the number. In this
way, numbers alone can be used to communicate whole passages, such as in Chinese,
"8807701314520" can be literally translated as "Hug hug you, kiss kiss you, whole life,
whole life I love you." English influences worldwide texting in variation but still in
combination with the individual properties of languages.[74] American popular culture is
also recognized in shorthand. For example, Homer Simpson translates into: ~(_8^(|).
[75] Crystal also suggests that texting has led to more creativity in the English language,
giving people opportunities to create their own slang, emoticons, abbreviations,
acronyms, etc. The feeling of individualism and freedom excites people, making texting
increasingly more popular and a more efficient way to communicate.[76] Crystal has also
been quoted in saying that "In a logical world, text messaging should not have survived."
But text messaging didn't just come out of nowhere. It originally began as a messaging
system that would send out emergency information. But it gained immediate popularity
with the public. What followed is the SMS we see today, which is a very quick and
efficient way of sharing information from person to person.
Research by Rosen et al. (2009)[77] found that those young adults who used more
language-based textisms (shortcuts such as LOL, 2nite, etc.) in daily writing produced
worse formal writing than those young adults who used fewer linguistic textisms in daily
writing. However, the exact opposite was true for informal writing. This suggests that
perhaps the act of using textisms to shorten communication words leads young adults to
produce more informal writing, which may then help them to be better "informal" writers.
Joan H. Lee in her thesis What does txting do 2 language: The influences of exposure to
messaging and print media on acceptability constraints (2011)[78] associates exposure to
text messaging with more rigid acceptability constraints. The thesis suggests that more
exposure to the colloquial, Generation Text language of text messaging contributes to
being less accepting of words. In contrast, Lee found that students with more exposure to
traditional print media (such as books) were more accepting of both real and fictitious
words. The thesis, which garnered international media attention, also presents a literature
review of academic literature on the effects of text messaging on language.

Effects of Text Messaging to Teen Literacy

INTRODUCTION

The rapidly growing rate of phone technology at this modernized generation is

kind of disturbing. It seems that anywhere you can see people glued to their phones’
screen, fingers typing away. On sidewalks, school premises, even at the crowded places.
Majority of these people are teenagers.
What are some of the effects that texting is having on the teen literacy? That is the
question that the researcher explores in this paper. The researcher tackles about the
impacts that texting is making on teenagers, the impacts that making the teenagers’
language and writing skills nowadays.
Text messaging, or texting, is the act of typing and sending a brief, electronic
message between two or more mobile phones or fixed or portable devices over a phone
network according to. The term originally referred to messages sent using the Short
Message Service or SMS; it has grown to include messages containing image, video, and
sound content, known as MMS messages. The sender of a text message is known as a
texter, while the service itself has different colloquialisms depending on the region. It is
simply referred to as a text here in Philippines. (Wikipedia Foundation Inc., 2013)

I. Background of the Study

With the revolutionary new forms of communication that technology has

introduced comes a debate on what effect these new digital mediums have on literacy. In
the age of text messaging, where words are reduced to nonstandard abbreviations and
symbols, many people question the future of literacy especially to teenagers. There is no
arguing that teenagers nowadays text more than ever. The majority of population claims
that the short hand and abbreviated characteristics of text messaging are making
teenagers lazy, not forcing them to use the proper grammar and spelling that teenagers
learn in school. Considering the popularity of text messaging to teenagers, it is believed
that this type of communication is destroying the way people read, think and write. Text
messaging was even preferred by some as “The Dumbest Generation”.
One study (Hogan et al., 2012) states that cell phones are becoming a necessity
this modern day, to the point where every teenager and adult must have at least one.
Individuals are rapidly depending to these devices for communication purposes.
Most new technologies such as text messaging emerge on the social and academic
scene. Many people are cautious and untrusting of new technologies that they worry
about the riff it could cause in the talk of literacy. It is important for academics to
embrace the importance of bringing daily literacies used by younger generations to
engage them more critically in the talk of language and technology. (Thurlow, 2006)
Based on John Myhra’s article, “Negative Effects of Texting in the Classroom”,
the over-use of texting has been damaging to the way students write formally in the
school premises and even in the society. The character limitations of text messages have
caused students to form their own style of writing and terminologies. This style has
caused them to carry it over to formal academic writing projects. Students’ writings are
little to no depth, terrible grammar, and are abbreviating almost every word they write.
Texting has negatively affected the way students write. (Myhra, 2010)

II. Objective of the Study

The objective of this study is to aware and educate the readers on the possible
effects of text messaging to individual’s literacy, especially to teenagers. This study also
aims to educate readers on how to control and minimize teenagers’ text messaging
addiction. Through reading this study, readers will have knowledge on how text
messaging affects the literacy of a teenager.
 III. Significance of the Study

This study is significant to every individual, most probably to teenagers because

almost all of the population nowadays deals with text messaging. This study would be a
great help to aware and remind one’s self on not to indulge to text messaging that much
and knowledgeable enough on how text messaging might affect one’s literacy. By that
means, texters will be responsible enough to control themselves from texting frequently
and this would be an aid to minimize text messaging addiction.

This chapter contains the gathered researches from different sources. These studies will
be used as a guide and support to our research. Our related literature starts with the
importance of writing and language, and goes on with the possible effects that might
happen to these when technology is being used extensively. On the later part of the
chapter are the gathered articles and case studies done by various researchers.

Text Messaging Effects on Writing

Texting feature in mobile phones has become a “God’s gift” for most of the
people. This feature made this communication very convenient to everyone. It has
become an important part of the daily lives of people, especially to the Filipinos.
According to AHN Media Corp (2010), the Philippines has been tagged as the “texting
capital of the world”. Many Filipinos exchange text messages with the use of their mobile
phones. People have become frequent texters, and they have started sending messages in
shortened ways. This problem cropped up with the innovation of this new technology,
and its possible effects on the students’ language proficiency.

The language proficiency of the students are important for effective

communication. Language, according to McKee (1939), will successfully help people in
different activities, which involve communication, various types of interaction, or even
writing. Whether we are students or not, there is a need to use language appropriately.
McKee goes on to say that the ability to write effectively is still important regardless of
the influential and incredible effects of technology on man’s activities (p.3).

One of the most common issues of text messaging is its effects on education.
Some educators say it is negatively affecting the spelling proficiency of the students.
According to Dolch (1942), “Children must spell if they are to write”. When we write, we
are really writing down our thoughts. These thoughts are expressed using words, and
these words need to be spelled correctly. Therefore, writing would require appropriate
spelling (p. 1).

Writing, in addition, is very important, because it is one form of communication.

According to Shidle (1965), “writing skills are needed everywhere”. In his book The Art
of Successful Communication, he states that it is hard to find works which no longer
needs communicating skills. Anywhere, man can connect ideas through written
communication, which exists in any level. Every person has the need to communicate
effectively, and writing them down is one of the most efficient way (p. 11). Also,
according to Quattrini (1985), the best way to show these ideas is through writing
because it is like “shaping” what you are thinking. This “shaping” also includes choosing
the right words for your thought (p. 2-3). These words would bring the message of your
thoughts (Cruse, 2000).

Choosing the right words requires wide vocabulary. At the present, we are using
English as our medium of communication; therefore, there is a need for us to be familiar
with the English vocabulary. According to Gabiana’s research (as cited in Saga-Olis,
1998), students were very positive toward the English language as part of their system of
education. This attitude of the respondents led to the conclusion that the students felt that
language play an important role on their success in the future. The achievement of many
professionals also lies on their ability to use the language appropriately. According to
Mackay (as cited in Saga-Olis, 1998), professionals who master the English language
tend to be successful and globally competitive (p. 42). This goes to show the importance
of English as a medium of communicating internationally. The study of Enriquez and
Nolasco (2007) also showed that a person who has a wide range of vocabulary might not
have difficulties in thinking and communication. The two also added that vocabulary,
spelling and grammar skills are the basic components of language which are very useful
to a man’s life.

However, nowadays, there are educators who have been complaining on papers
handed by their students. One of these educators is Kate Ross (2010), who stated that the
use of cellular phones are affecting student’s spelling and grammar proficiency
negatively, as evidenced from their use of abbreviated words. This resulted in extensive
use of electronic chatting. The students are producing worse assignments, creating
incorrect subject-verb agreements, and misspelling. Ross is an instructional coach for
language arts teachers in her own district, and she often see shortened words or sentences
in text messaging dialogues on students’ compositions. She said that this might have
changed the attitude of the students towards writing, and it seemed that they want
everything done as fast as possible. But before mobile phones became a problem to some,
it used to be a connector between people.

Montiel and Estuar (2006) made a study about the usage of mobile phone
nowadays. And they concluded that text messaging is the most effective way of
communicating with other people. Aside from that, it is the fastest and the cheapest
among the communication technologies of the new generation because of its sending
shortened messages (SMS) or texting feature. This feature, allows people to communicate
with each other regardless of how far they are from each other. Thus, this texting feature
made mobile phones or cellular phones very popular in our country, that even the youth
are getting hooked up to this new form of technology.

Estuar’s research (2003) showed that there is a high rate of ownership and high
rate of usage of cellular phones regardless of what school or gender the students belong.
“Private school students were more frequent users of cost-incurring features, whereas
public school students were more frequent users of no-cost features of mobile phones”.
The former also have a higher rate of texting compared to their public school counter
parts. In addition, the number of days one can survive without a cellular phone or without
having to exchange messages is higher among males and public school students (p.103).
This goes to show that cellular phones are very popular, regardless of the age.

An example that would show the rapidly growing popularity of cellular phones is
the report from Sify News (as cited in Proysen, 2009) about a 13-year old girl from
California who had sent 14, 528 messages in a month (13, January 2009).

These communication gadgets are used by adolescents not only for

communication purposes but also for maintaining their relationships with other people.
Cell phones provide them the ability to show who they are and to express what they feel
through texting feature. According to Pertierra et al. (as cited in Estuar, 2003), the cellular
phone is like an extension or an expression of one’s self. Compared to other forms of
communication that the new world offers like the telephones and electronic mail, mobile
phone technology greatly augments the non-confrontational nature of Filipinos. As what
is said earlier, in texting, people can send messages to a person even without knowing
where the person is, what the person is doing, and who the person is with. “The mobile
phone’s predecessor regular telephones require a fixed location for their use. But with the
cellular phone, being primarily mobile, people can now establish contact with another
person, regardless of where the caller and the called are” (p. 104) .

According to Estuar et al. (2006), aside from the internet, mobile phones were
used in “pro-democracy movements”. Mobile phones were relatively cheaper and more
affordable and accessible, especially to a larger group of people belonging to the poorer
groups in the society. The mobile phone made communication so easy and possible
regardless of time and space barriers by increasing its utility in “political mobilizations
and mass persuasions”. As evidenced from the Philippines, for example, optimal use of
mobile phone’s texting capability helped in bringing down a corrupt president through the
People Power II that occurred last 2001. According to Villamor (as cited in Estuar, 2003),
by using the cellular phones, rally organizers have united and mobilized the crowds in
front of the historic Edsa Shrine just an hour after the Senate have vetoed the opening of
the bank evidence against the supposed-to-be reigning president Estrada (p. 105).

Estuar et al. also said that during those historical moments, the use of cellular
phones had filtered through Filipinos’ everyday life, especially to the youth and Metro
Manilans. Texting through mobile phones as a new technology hence played a vital role
in the swift alignment of political consciousness, especially among the multitude of
young Filipino people.

Pertierra, Ugarte, Pingal, Hernandez and Dacanay (as cited in Estuar, 2003), wrote
an all-inclusive account of the social consequences of commonness in mobile phone use
in the Philippines, with the conclusion that “cellphones have become a major icon in
Philippine life, in that it has extended the scope of social relationships” (p. 149). And
from 1994 to 2002, “cellphones in the Philippines were mainly used for texting” (p. 150).
 Because cellular phones became a popular icon in the world, several
consequences were prophesied. Some of these are the increased number of people who
are fascinated with the features of cellular phones, particularly its texting feature. Some
were obsessed that they allot greater time for text messaging, which leads to the use of
shorthand method of texting, and will eventually contribute in the deterioration of the
students’ spelling and grammar skills. But is there truth to these claims?

Russell (2010) stated that there are different effects of frequent text messaging.
He cited an educator in Edutopia.org saying that “I teach 9th and 11th English, and
regardless of the age, my students’ spelling is atrocious. Texting does not and has not
helped”. Some teachers believed that shorthand texting is killing the English language
because students have been writing compositions in bad spelling and grammar (parag. 2-
3).

Russell also said that some teachers, on the other hand, took it as a positive effect.
According to the teachers, because of texting and other ways of communicating, students
have started to write and edit more text (parag. 4). Lee (as cited in Proysen, 2009) also
said that some teachers encourage their students to use instant messaging if it really helps
them develop creativity when writing. Others also think that texting has no effect on
English grammar. Students may learn the language of texting, but they too, should not
forge that the language of texting is different form the English language, and that
shorthand texting is different from the correct English grammar (parag. 5).

Recent news from United Kingdom reports about a Scottish pupil who submitted
an essay in shorthand form like texting. According to Cramb (as cited in Pryosen, 2009),
this is because of frequent use of mobile phones and text messaging. The student said she
found it “easier than standard English”. The Scottish Qualifications Authority said
that “text messaging language was inappropriately used” (parag. 4). Gillespie (as cited in
Proysen, 2009), the Scottish Teacher Parent Council, said that the deterioration in spelling
and grammar proficiency of the student is an effect of frequent text messaging. She went
on to say that:
There must be rigorous efforts from all quarters of the education system to
stamp out the use of texting as a form of written language so far as English
study is concerned. There has been a trend in recent years to emphasis
 spoken English. Pupils think orally and write phonetically. You would be
shocked at the numbers of senior secondary pupils who cannot distinguish
between their and there. The problem is that there is a feeling in some
schools that pupils' freedom of expression should not be inhibited (as cited
in Proysen, 2009).

Edwards (2009) said that texting contributes to peoples’ indolence when it comes
to writing. In his own experience, he himself developed changes on his writing abilities
ever since he engaged in text messaging. According to him, it helps in speeding up
communication. And because of frequent usage of shortened messages in texting, it
becomes a “habit”. He sometimes caught himself using the shorthand method of writing
even in doing his projects in school, which goes to show that text messaging has really
affected his writing ability. When he researched in the internet, he discovered that many
people also believed that texting affects the writing skills of students. Edwards always
feel that using the “original way” of writing when doing his school projects is more
difficult than using the “text messaging language”. Because of this, he became lazier. He
also said that most people are hooked up to texting that they send text messages even
when they’re doing several activities like driving, when in a funeral, or in a graduation
ceremony. But according to Guerra (2007), although most of the people are frequent
texters, not all of them apply shorthand texting when writing. She said that students say it
does affect their writing proficiency, and some say it has no impact at all. Nevertheless,
texting is still a problem to most people.

Like Guerra, Laurilla (2009) obtained varied facts from her research titled A
Preliminary Investigation on the Linguistic Aspects of Text Messaging. She implied that
the use of mobile phones are common to the younger sector of the society (p. 9). Report
from “Media use statistics” said that almost two-thirds of the teenagers today are cellular
phone owners (as cited in Laurilla, 2009). The youths are expected to be frequent texters,
since they grew along the modernization and technological innovation of cellular phones.
Because of this, “There is a raging national debate about the state of writing and how
high-tech communication by teens might be affecting their ability to think and write”
(Guerra, 2008, parag. 1). This research by De La Salle University-Manila’s Department
of English and Applied Linguistics (DEAL) Assistant Professor Nudred-Laurilla found
that there is no significant effect and difference between the spelling and grammar
efficiency of students who own cellular phones and those who don’t. And from that, it
can be implied that the respondent’s proficiency when it comes to spelling and grammar,
is independent to whether they have cellular phones or not. Also, among owners of
cellular phones, their frequent text messaging does not affect their spelling and grammar
proficiency (p.11).

Aside from Laurilla, a research on the use of the shorthand method of texting was
conducted by Tiempo (2006). He said that another form of communication in texting is
code-switching. This is common to a number of Cebuano people. Tiempo says that code
switching is a natural bilingual behavior that usually happens in any informal
conversations, whether it is direct or indirect. Through his qualitative method of analysis,
this study of Tiempo titled Cebuano Code Switching, Text Jargon, and Fricative
Production in Short Messaging Services (SMS) found that there is no significant
differences between the texting styles of both males and females (p. 74-75).

Another research on the use of the shorthand method of texting by Banton et al.
(2010) said that same assumptions rose about the negative claims on text messaging.
Banton with his group researchers conducted a study by giving out a pre-survey on those
students who were cellular phone owners and non-owners and their daily time allotment
for cellular phone use. After that was the spelling and grammar tests given the 3rd year
high school students of St. Paul’s School of Ormoc Foundation Inc. The research resulted
with the following: Students who had greater time allotment for text messaging had lower
average scores compared to those who were not frequent texters at all. Among cellular
phone owners, those who were frequent users of shorthand method of texting appeared to
have poorer scores in both spelling and grammar tests (p.29).

Similarly, a research by Rosen et al. (2009) showed that youths who used
shorthand texting (LOL, gudnyt, etc.) in everyday writing developed the worse formal
writing than those youths who rarely used shorthand texts. Those who used shorthand
texts for communication were better “informal” writers.

Unlike Rosen et al.’s research, the study conducted by Tomita (2009) about text
messaging gathered a different result. On Tomita’s research titled Text Messaging and its
Implications for its use in Education, he said that the world is becoming more
technologically advanced, together with the rapid improvement of the world. And with
these, the students have to adjust and cope with the changes on their own. His study
found that “text messaging tools provide an effective means of teaching students
important 21stcentury skills”. Furthermore, Plester (as cited in Tomita, 2009) said that
tools like the Web enhances students ability to write, encourages them to make
interactions, and motivating them to become good communicators because it helps
develop the students’ creativity. In addition, Tomita also stated that literacy is not limited
only to paper works, but also to digital literacy (p. 189).

Critics are very particular on the issue about the use of shortened words especially
when it comes to education. According to Shaughnessy (as cited in Tomita, 2009), to
overcome the character limit of 160 characters, people use jargons, codes, or shorten the
words. This form of communication is too easy that it no longer require analysis. In
addition, O’Connor (as cited in Tomita, 2009) said that if students continue to use instant
messaging, the more that they could no longer distinguish formal and informal writing.
Others also use acronyms and other abbreviations (O’Connor, 2005). But still, Goldstein
and Gardner (as cited in Tomita, 2009) believe that formal writing is far different from
informal writing, no matter what the medium is.

Others also disagree with the negative effect of text messaging. Petrillo (2006)
quoted Dr. Beverly Plester, “Newer research shows a stronger casual relationship
between text abbreviations and literacy skills”. Plester here is saying that text messaging
is giving an exposure to the written words, which relates to a higher literacy attainment.
In addition, according to Helderman (2003), Gloria Jobobs, a doctoral student studying
the relationship of teenagers and instant messaging, said that students are fluent with
online writing, so probably it could help them improve their writing ability.

In contrary to the conclusion derived from Petrillo and Helderman’s studies,

Baron (as cited in Proysen, 2009) concluded that the language of “text messaging and
electronic communication” has triggered the rise of evils that would be unleashed by text
messaging, such as the deterioration of spelling and grammar skills, and its application on
the writings of the students. In Proysen’s study titled The Impact of Text Messaging on
Standard English revealed that some educators have been indicating that text messaging
has created a reflection on the students’ school papers. According to Crystal (as cited in
Proysen, 2009), one example was found, which was an essay composition entirely written
in shorthand form. This study of Proysen was conducted to find out whether the claims
on the negative effects of text messaging is true. His study found out that these negative
effects seem to have affected some of the respondents. Some students are not aware that
they are carrying the text messaging language onto their writing. While some of them
said it was stupid enough not to know the difference between Standard English and text
abbreviations. According to Crystal (as cited in Proysen, 2009), “Expertise in text
messaging and email in particular would appear to have affected spelling and
punctuation” (p. 83). Text messaging with its use of phonetic spelling and little or no
punctuation, seems to pose a threat to traditional conventions in writing (p. 84). Proysen
went on to say that the text messaging phenomenon had a great impact on people’s
everyday use of language although it gained popularity for a very short time. Proysen was
sure of one thing. As his fieldwork shows, text messaging created negative effects,
whether it is slight or great (p.86). This conclusion of Proysen was similar to one of
Myhra’s articles titled Negative Effects of Texting in the Classroom.

Myhra (2010) believed that people of the present generation have grown advanced
together with the innovation of technology, specifically the cellular phone, which is said
to have affected the students’ spelling and grammar proficiency. People have started
sending messages in abbreviated or shortened form. Students who are frequent “texters”
have developed a new form of writing that is unacceptable to school-related works
(parag. 1). He added that students are no longer practicing the proper use of punctuation,
and upper and lowercase letters (parag. 3).

Myhra (2010) concluded that frequent sending of text messages could affect the
students’ way of writing. Students have developed the habit of writing in shorthand form,
which caused them to write informally. Texting has affected the students writing and
grammar proficiency negatively (parag. 9).

This research gives more focus on the students’ use of the shorthand method of
texting, which they sometimes tend to apply on their school works. This research will
serve as a point of reflection for the students, to discover whether text messaging and the
use of abbreviations or jargons could positively or negatively affect their spelling and
grammar proficiency. The various researches we have gathered from different sources are
composed of numerous ideas that led us to the formulation of different assumptions about
the use of shorthand texting. Its only difference from our research is that our study will
also focus on the frequency of cellular phone use, which was given less focus on other
researches.

BIBLIOGRAPHY

Books:

Cruse, Alan D. (2000). Meaning in Language: An Introduction to Sematics and

Pragmantics. United States: Oxford University Press Inc.

Dolch, E.W. (1942). Better Spelling. Champagne, Illinois: The Garrard Press.

McKee, P. (1939). Language in the Elementary School. Cambridge, Massachusetts, USA:

The Riverside Press.

Quattrini, J. A. (1985). Brushing Up Your Writing Skills. 215 Park Avenue South, New
York, N.Y. 10003: Arco Publishing, Inc.

Shidle, N. (1965). The Art of Successful Communication. USA: McGraw-Hill, Inc.

Unpublished Materials:

Banton, J. et al. (2010). The Effects of Shorthand Texting and Great Time Allotment for
Cellular Phone Use on the Spelling and Grammar Skills of the Third Year High School
Students of St. Paul’s School of Ormoc Foundation Inc. Unpublished Thesis, St. Paul’s
School of Ormoc Foundation Inc.

Enriquez, S. R. and Nolasco, C. M. D. (2007). Effects of Reading in Vocabulary and

Spelling Skills. Unpublished Thesis, University of the Philippines Visayas Cebu College.

Saga-Olis, B. (1998). English Proficiency of Technology Teachers and Students in

Selected Technical-Vocational Institutions.Unpublished Doctoral Dissertation, Cebu
Normal University.
Tiempo, Arnold L. (2006). Cebuano Code Switching, Text Jargon, and Fricative
Production in Short Messaging Services. Unpublished Masters Thesis, University of San
Carlos.

Periodicals:

Estuar, Ma. Regina. (2003). Let’s Talk about Txt! Understanding the Texting Culture of
the Filipino Youth. Ateneo De Manila University.

Montiel, C. J. and Estuar, M. R. (2006). Revolutionary Text: Social Psychology of

Cellphone Texting during People Power II. Ateneo de Manila University.

Online Periodicals:

AHN Media Corp. (2010). The Philippines as the ‘texting capital of the world’. Retrieved
January 13, 2011 fromhttp://www.writersweekly.com/this_weeks_article/summary.html.

Edwards, Corban. (2009). Text Messaging Effects on Writing. Retrieved December 31,
2010 from http://personal.georgiasouthern.edu/~ce00988/.

Guerra, Nicole. (2007) Texting Affects Student Writing: R U Concerned?. Retrieved

January 6, 2011 fromhttp://gnovisjournal.org/blog/text-based-short-hand-affecting-teens-
writing-r-u-concerned.

Myhra, John. (2010). Negative Effects of Texting in the Classroom. Retrieved January 21,
2011 fromhttp://www.56wrtg1150.wikidot.com/negative-effects-of-texting-in-the-
classroom.

Ross, Kate (2010). Teachers say text messaging r ruining kids’ riting skill. Retrieved
January 21,2010 from
http://findarticles.com/p/articles/mi_qa5369/is_200711/ai_n21298339.

Russell, Lisa M. (2010). The Effects of Text Messaging on English Grammar. Retrieved
December 13, 2010 fromhttp://www.ehow.com/list_5828172_effects-text-messaging-
english-grammar.html.

Internet Sources:

Laurilla, Nudred. (2009). A Preliminary Investigation on the Linguistic Aspects of Text

Messaging. Retrieved February 2, 2010
from http://www.newsflash.org/2002/06/si/si001247.htm

Proysen, Stine. (2009). The Impact of Text Messaging on Standard English. Norway:
University of Bergen. Retrieved December 15, 2010
from https://bora.uib.no/bitstream/1956/3320/1/56404526.pdf
Rosen, L. D. et al. (2009). The Relationship Between “Textisms” and Formal and
Informal Writing Among Young Adults. Communication Research. Retrieved
February 2, 2010 from http://www.csudh.edu/psych/lrosen.htm.

Tomita, Dean. (2009). Text Messaging and its Implications for its use in
Education. Department of Educational Technology. University of Hawaii. Retrieved
January 6, 2011 from http://www.etec.hawaii.edu/proceedings/2009/Tomita.pdf.

NEGATIVE IMPACTS
While on one hand social network sites seems to bring people together and connected on
the other hand it creates social isolation in regard to BBC News report. As the youth tend
to spend many hours on these sites, they rarely have face-to-face interaction. According
various studies, scientists’ evaluation determined that social isolation can lead to a host of
emotional, psychological, physical and mental problems which include anxiety,
depression and somatic complaints among many others.

Other negative effects of social networking various people suggested included

encouraging poor spelling and grammar, exposing underage to online predators, allowing
spread of misinformation that is perceived as fact, decreasing productivity as those who
are supposed to be working spend time in the sites to chat, provide a perfect platform for
cyber bullying and providing details that increase risks of identity theft.

Chatrooms and social websites encourage bad spelling,

says study

Internet chatrooms and social networking sites are encouraging children to spell words
incorrectly, research suggests.

A paper released by the English Spelling Society concludes that the internet has
revolutionised the English language, and made misspelling the norm.

As people type at speed online, there is now a "general attitude" that there is no need to
correct mistakes or conform to regular spelling rules, it says. But this means that children
who have been brought up with the internet do not question wrongly spelt words.
The study says: "The increasing use of variant spellings on the internet has been brought
about by people typing at speed in chatrooms and on social networking sites where the
general attitude is that there isn't a need to correct typos or conform to spelling rules."

The report's author, Lucy Jones, a former student at Manchester University, said: "We are
now witnessing the effect these linguistic variations are having on children born into the
computer age with such a high level of access in and out of schools. They do not question
their existence."

The paper, which surveyed a group of 18- to 24-year-olds as part of the research, found
that the majority believed that unconventional spellings are used on the internet because it
is faster and has become the norm. More than one in five (22%) said they would not be
confident in writing an important email without referring to a dictionary or spell checker.

Despite the widespread use of so-called "variant" spelling, almost a third (31%) of those
questioned said that alternative non-standard spellings were "unacceptable". Two thirds
(66%) believe that dictionaries should contain variant spellings.

Jack Bovill, chair of the English Spelling Society, said: "Accurate spelling is of the
utmost importance, but from this most recent survey we can conclude that the
unprecedented reach and scale of the internet has given rise to new social practices and it
is now an agent in spelling change."

Jejemon at wikang Filipino

EyoW PfoUwhsZ! N4i!n+1nD!h4n nY0oHw Pfu0H b4nGzZ 5!n4$4b! kOwhH??? (Hello
po! Naiintindihan n’yo po ba’ng sinasabi ko?)
MARAHIL kung wala ang sumunod na pangungusap, mahihirapan ang sino man na
basahin at intindihin ang simpleng tanong na nakasulat sa paraang kinaiinisan ng marami
sa kasalukuyan— ang jejemon language.
Maliban sa kakaiba nilang pananamit – maluwag na kasuotan at makulay na cap na
pinapatong lamang sa halip na isinusuot– pinupukol ng mga batikos ngayon ang mga
taong tinaguriang “jejemon” dahil sa paraan nila ng pagsulat at pagbaybay ng mga salita
sa text message: ang pagpapahaba ng mga salita sa pamamagitan ng pagdaragdag ng mga
letrang h, w, y, z, at paggamit ng mga numero kapalit ng ilang letra (gaya ng “4” sa halip
na “a,” at “1” sa halip na “I”). Dahil dito, inilarawan ng Urbandictionary.com ang mga
jejemon bilang “anyone with a low tolerance in correct punctuation, syntax and
grammar.”
Ngunit sa panayam ng Varsitarian kay Nero San Juan, isang estudyante sa mataas ng
paaralan at aminadong jejemon, sinabi niya na ang pagsusulat at paggamit ng
jejemon language ay style lamang niya.
“Noong una nga, hindi ko naman alam na jejemon na pala tawag doon sa estilo ng pagte-
text ko. Design ko lang kasi ‘yong ganoon sa pagte-text tulad ‘nong iba na may sariling
style din sa pagte-text,” ani San Juan.
Kaya naman hindi raw niya maisip kung bakit pinalaki ng mga tao ang isyu tungkol dito.
“Minsan iniisip na lang namin ng mga kaibigan ko na sikat kami kasi pinag-uusapan
kami. Kaya lang kasi, minsan nakakainis ‘yong dinidiktahan kami na ‘wag kaming
maging [jejemon]. E sila naman hindi namin pinakikialaman kung paano sila pumorma o
mag-text,” ani San Juan.
Language trend
Ayon kay Fernando Pedrosa, sosyologo at tagapangulo ng Department of Social Sciences,
maituturing na “status symbol” ang pagiging jejemon dahil sa pangangailangan ng mga
taong ito na mapabilang sa isang natatanging grupo kung saan malaya nilang
naipapahayag ang kanilang mga sarili.
“They (jejemons) want to belong in that particular in-group. Sociologically, they want to
belong. It’s part of our basic need to belong, to be accepted, to be recognized,” ani
Pedrosa.
Ayon naman kay Eros Atalia, propesor sa Filipino sa Faculty of Arts and Letters,
bumubuo ng isang language trend ang mga jejemon.
“Maaaring sabihin na ang jejemon language ay bunga lamang ng nagbabagong panahon
na dulot ng mabilis na pag-usad ng teknolohiya hatid ng texting at Internet,” ani Atalia.
Iginaya ni Atalia ang jejemon language sa mga sa nausong salita noong dekada ‘70 tulad
ng “kilig to the bones,” “kilig to death,” at “yosi.” Ang sward speak o ang salita ng mga
bakla, at ang pasosyal na pamamaraan ng pagsasalita ng ilang kolehiyala ay halimbawa
din ng mga ito.
Ngunit para kay Jose Dakila Espiritu, guro sa Filipino at dating katulong na dekano ng
College of Education, magdudulot ang jejemon language ng malaking kamaliang
intelektuwal ang mga kabataang gumagamit nito.
Kamakailan nga ay naglunsad ng isang “all-out war” ang Department of Education laban
sa mga jejemon sa nalalapit na pasukan. Ayon kay Mona Valisno, kalihim ng kagawaran,
magdudulot ng masamang epekto sa sistema ng edukasyon sa bansa ang jejemon
language.
“Mas makakalito sa larangan ng wastong gamit, ng wastong gramatika, at wastong
balarila [ang paggamit ng jejemon language],” ani Espiritu. “Imbes na makatulong para
mas mapahalagahan ang wika sa tunay na essence nito, mas magugulo pa.”
Aniya, kahit pa nagbabago ang wika kasabay ng panahon, marapat pa rin daw na gamitin
ng kabataan kung ano ang tama at nakasanayang gamit ng balarila.
“Papayuhan ko sila (jejemon) na bumalik sa dati at huwag guluhin ang set-up ng utak lalo
na iyong maliliit na bata na sa halip na matuto e mas malilito,” ani Espiritu sa mga
kabataang tumatangkilik sa jejemon language.
Hindi rin nakikitaan ni Espiritu ng sining ang ganitong pamamaraan ng paggamit sa wika,
kung hindi “sinisira lamang nito ang wastong baybay ng mga salita, hindi bumubuo ng
bagong bokubolaryo at higit sa lahat, walang bagong matututunan.”
Kinontra ito ni Atalia na nagsabing hindi naman kasalanan ng kabataan kung nagsasalita
sila ng wika ng kanilang panahon.
“Sinong magdidikta ng tama at mali? Akademiya ba o ang aktuwal na gumagamit ng
wika? Ang papel ng akademiya ay una, ilarawan kung paano aktuwal na ginagamit ng tao
ang wika. Pangalawa na siguro ang istandardisasyon,” ani Atalia.
Dagdag pa niya, hindi magdudulot ng pinsala sa ating wika ang jejemon language dahil
alam ng mga taong gumagamit nito kung kailan dapat at hindi dapat gamitin ang ganitong
pananalita.
“Kahit ganoon ang kaniyang pagbabaybay ay hindi naman niya intensyon na isubo sa iyo
na ganito ka rin dapat magbaybay, ganito ka rin dapat magsalita, hangga’t hindi niya
pinipilit ‘yong wika niya sa’yo, fine. Kung sa kanilang grupo nagsasalitaan sila ng
ganoon, fine. Let’s leave them alone.”
Magkasalungat man ang paniniwala, nagkasundo naman sina Atalia at Espiritu na hindi
maituturing na mahina ang pag-iisip ng mga jejemon.
“Hindi mahina ang ulo nila. Natutuwa lang sila na makisama at dumami ‘yang mga taong
iyan na makiliti sa larangan ng pagsulat [at] pagbaybay [nila],” ani Espiritu. J.A.D. P. De
Leon at P. I.B. Evangelista

TSAPTER 1INTRODUKSYON
Kaligiran ng Pag-aaral
Ang kasalukuyang panahon ay puno na ng modernong teknolohiya. Naipapahatid na ang
mensahe sa mas mabilis at masmadaling paraan gaya ng pagtetext. Ang text messaging
sapanahon ngayon ay laganap na sa buong mundo. Lahat ng edad,kasarian at katayuan sa
lipunan ay lantad sa paraang ito ngpaghahatid ng mensahe sa cellphone. Bahagi na ng
bawat buhayng tao, lalo na ng mga propesyonal, ang pagtetext kaya hindimaitatangging
malaki ang likha nitong impluwensiya sasangkatauhan.Nagsimula ang salitang text sa
wikang Pranses na “texte” at sawikang Latin na “textus” na tumutukoy sa tissue,
estruktura atkonteksto ng isang bagay. Habang ang pormang pandiwa nito na“textere” ay
nangangahulugang maghabi, maghubog o magbuo.Sa teknikal naming paggamit ng
salitang textus at texte,tumutukoy ito sa nilalaman ng anumang nailimbag at naisulat
atang porma ng anumang sinusulat o binibigkas (Raymundo, 2003).Sa kabila ng
kaginhawaang dulot nito, mayroong hindimabuting dulot ang pagtetext lalo na sa
pagbabaybay ng mgasalitang pang-akademiko, Filipino man o Ingles, sa
kadahilanangpinapaikli ang mga ito sa text messaging na sa kalaunan aynakakasanayan
ng gawin kahit sa aktwal na larangan ng pag-aaral.Ang pinakanaaapektuhan sa
problemang ito ay ang mga mag-aaral. Nakadidismaya ang epekto ng text messaging sa
pag-aaralng mga estudyante dahil nakakabobo rin umano ito. Sinabi nidating Department
of Education, Culture and Sports SecretaryRaul Roco sa isang panayam na hindi niya
gusto and epekto ng “shortcut” ng mga salita na ginagamit sa text messages. Sinabiniya
rin na bagaman wala pang opisyal na pag-aaral and DECS sanaturang usapin, maaaring
maging dahilan ng pagbagsak ngisang estudyante sa mga simpleng araling tulad ng
spelling atgrammar sa English subject ang istilo ng mga salitang ginagamitsa text.
Dagdag pa ng dating kalihim na dahil sa pagmamadali atpagkakasya sa espasyo ng
mensahe, ang ‘for’ ay ginagawa nalang ‘4’ para makatipid. Maaaring masanay dito ang
mga mag-aaral lalo na sa grammar at mahirapan nang tuluyan sa English.Dahil hindi na
mapigil ang mga estudyante sa paggamit ngcellphone, sinabi ni Roco na mahigpit na lang
patututukan sa mgaguro ang pagsasanay sa mga mag-aaral sa pagbabaybay atbalarila para
hindi masanay sa mga pinaiikling salita sa textmessaging (Garcia, 2001).Hindi lamang sa
pagbabaybay makikita ang hindi mabutingepekto ng pagtetext. Malaki rin ang hindi
magandang naidudulotnito sa balarila at bokabularyo ng mga gumagamit nito.Patuloy ang
pagdami ng mga taong dumedepende na sapagtetext sa paghahatid ng impormasyon kaya
naman hindi rinmaiiwasan na ang kanilang personal na pakikibahagi sa iba ayapektado
rin.Sa halip na ipahatid nila ang mensahe sa kumpletongpangungusap, pinapaikli pa ang
mga ito na siyang bumabalewalasa mga alituntunin ng balarilang Filipino. Sa halip na
“Maglalarokayo?” ay pinapaikli pa ito sa “Laro kayo?” kaya namannagkakaroon din ng
hindi pagkakaunawaan. Dahil sa layunin ngtext messaging ay maipahatid ang mensahe sa
mas mabilis naparaan, nawawalan na ng oras ang isang “texter” na makapagisipng mas
naaayon at makahulugang salita. Kabilang na dito angkanilang paglimot sa pagsusulat ng
kanilang sariling wika, angFilipino. Madalas na mas mahaba ang salitang Filipino kaysa
saIngles kaya naman madalas na gumagamit ang mga cellphoneusers ng mga salitang
Ingles. Dito makikita na sa bilis ng“texting”, nalilimitahan ang mga bokabularyong
ginagamit dahilpaulit-ulit na ginagamit ang mga salitang simple at maiikli at hindina
nabibigyang pansin ang iba pang mga salita (Esperanza et.al.,