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The Implications of Text-Messaging for Language Learning
Abstract
The impact of text-messaging on the form of students' writing was examined using a quantitative approach with a correlational research design to arrive at the findings. A total of 80 students in a Jamaican high school constituted the sample, which was randomly selected. The findings of this research revealed that the Grade 9 students in the sample used a minimal number of text forms in their academic writing. The students who used text forms in their academic writing tend to score high academically. Therefore, texting was found to have a slightly positive impact on students' writing. There was no relationship between the students' gender and their texting patterns. The findings of this study can assist teachers of English to better meet the needs of students who use text-messaging and become a tool for building phonemic awareness and improving literacy.
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