College students’ use of text message abbreviations and relations with literacy
Journal of Computer Assisted Learning
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.
text messaging, textese, literacy, undergraduates
Michelle Drouin (2011).
College students’ use of text message abbreviations and relations with literacy. Journal of Computer Assisted Learning.27, 67–75. Wiley.