Title

College students’ use of text message abbreviations and relations with literacy

Document Type

Article

Publication Date

2011

Publication Source

Journal of Computer Assisted Learning

Volume

27

Inclusive pages

67–75

Publisher

Wiley

Peer Reviewed

yes

Abstract

In this study, I examined reported frequency of text messaging, use of textese and literacy skills (reading accuracy, spelling and reading fluency) in a sample of American college students. Participants reported using text messaging, social networking sites and textese more often thanwas reported in previous (2009) research, and their frequency of textese use varied across contexts. Correlational analyses revealed significant, positive relationships between text messaging frequency and literacy skills (spelling and reading fluency), but significant, negative relationships between textese usage in certain contexts (on social networking sites such as MySpace™ and Facebook™ and in emails to professors) and literacy (reading accuracy). These findings differ from findings reported in recent studies withAustralian college students, British schoolchildren and American college students. Explanations for these differences are discussed, and future directions for research are presented.

Keywords

text messaging, textese, literacy, undergraduates

Disciplines

Psychology

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