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 Gods 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 mans 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 Gabianas 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 mans 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 students 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.

Estuars 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 ones 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 phones 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 phones 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 theyre 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-Manilas 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 dont.
And from that, it can be implied that the respondents 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. Pauls 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 Tomitas 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 21st century 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, OConnor (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 (OConnor, 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 Heldermans 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 Proysens 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 peoples 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 Myhras 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.

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