Thesis Final !!!

PAMANTASAN NG LUNGSOD NG MARIKINABrazil St. Greenheights Subd. Concepcion I, Marikina City

PLMar Tel. Nos. 3698650/ PLMar Fax [email protected]

TEXT MESSAGING AND ITS IMPACT ON THE SPELLING PROFICIENCY

AMONG FIRST YEAR BACHELOR OF SECONDARY EDUCATION STUDENTS OF

PAMANTASAN NG LUNGSOD NG MARIKINA A.Y. 2012-2013

A Research Paper

Presented to

The Faculty of

Pamantasan ng Lungsod ng Marikina

Submitted by:

Miralles, John Michael A.

Belgira, Mark Gil G.

Pascual, Paul John A.

Mades, Noel V.

Sarmiento, Marjorie L.

2012-2013

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APPROVAL SHEET

The thesis attached hereto, entitled “TEXT MESSAGING

AND ITS IMPACT ON THE SPELLING PROFICIENCY AMONG SELECTED

FIRST YEAR BACHELOR OF SECONDARY EDUCATION STUDENTS OF

PAMANTASAN NG LUNGSOD NG MARIKINA A.Y. 2012-2013” prepared

and submitted by John Michael A. Miralles, Mark Gil G.

Belgira, Marjorie L. Sarmiento, Paul John A. Pascual and

Noel V. Mades, in partial fulfilment of the requirements for

the degree of Bachelor in Secondary Education, is hereby

accepted.

_Prof. Rebecca Chavez_,Ph. D.

Adviser

Accepted in partial fulfillment of the requirements for

the degree Bachelor in Secondary Education.

_Dr. Angelina Irapta_

Dean, BSE

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ACKNOWLEDGEMENT

A good day to everyone!

Each of the researchers would like to extend our

deepest gratitude to people behind us who made this research

work possible. We would use this opportunity to say out most

sincere thanks to; our Creator, who gave us the wisdom to

evaluate the things that we need, want to and have to do. To

our parents, who were the people that continuously support

us with our studies, our parents deserve to be given

appreciation and acknowledgement because without them we

wouldn’t be here; and most especially to our beloved

professor who served as our mother, sister, friend and

mentor, Dr. Rebecca Chavez, who never cease to understand

us.

We would also like to dedicate this masterpiece to the

people whom in just a short span of time have taught us to

value our education and to always strive to be the very

best. The Pamantasan ng Lungsod ng Marikina, University

President Dr. Carmelita Palabay; the University Vice-

President for the Academics Dr. Teresita Santos; the College

of Education Head, Dean Angelina Irapta; the Head of the

English Department, Professor Norma Almario; to other

department heads and deans; to the faculty members of the

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university; and to our fellow PLMarians who served to be our

inspiration in conducting this study.

We hope that this study help us to understand the

students of our university better. We also hope that this

serve as one of the tools in evaluating the students

regarding their individual academic performances. Our

research study aims to share insights regarding the factors

that hinder the freshmen students of our beloved university.

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DEDICATION

This research study is whole-heartedly dedicated to our

beloved family who are always there to help and provide us

the things that we need. To our friends, who were always

there to comfort us in times of exhaustion.

We would also like to extend our dedication to our

professors, for the never ending understanding and patience

that they showed us, for the lessons that they taught us and

also for the memories and values that they instilled in us.

To our co-researchers, who were always there ready to

help one another, for the memories that we all shared and

for the laughs and hardships that we once encountered in

doing this research study.

This study is also dedicated to our God almighty and we

hope that the results of this study serve His will and may

all the glory be unto the Lord.

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ABSTRACT

The language shortcuts and abbreviations used in text

messages are becoming evident in students ‘spelling

proficiency. This qualitative study sought to determine if

the use of the shortcuts has an adverse impact on students'

spelling and grammar skills. This research was based on the

constructivist theory, which rationalizes that students use

what they are most familiar with as they acquire new

knowledge. The study was directed by three research

questions to understand (1) What is the profile of the

selected students of the PLMAR BSE freshmen students as to:

1.1 gender, 1.2 age, 1.3 length of ownership of the cell

phone and 1.4 frequency of texting, (2) What is the

students’ spelling proficiency level based on the gathered

data through the survey test form given to them?;and (3) Is

there a significant relationship between the spelling

proficiency of texters when group according to the following

variables: 1.1 length of ownership of the cell phone and 1.2

frequency of texting. A bounded single case study using a

sample size of 50 students included a profile sheet and an

answer sheet wherein they would have a test on word

spelling. Data collected from the interviews and focus group

were manually transcribed and coded, and notes from

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observations and artifacts were used to ensure validity of

the interview findings. Consequently, four themes emerged:

(1) participants frequently used text messaging and language

shortcuts; (2) language shortcuts commonly occur; (3)

students exhibits that language shortcuts have affected

their spelling skills; and (4) the participants often have

academic deficiencies that go beyond errors presented

through text messaging and language shortcuts. The study's

findings could influence positive social change in that

students could become more proficient writers if curriculum

adjustments were made to connect academic writing

instruction with the method of communication that students

frequently use and understand.

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

OMG! Rili? Dnt now bowt dat.lmfao. Btw, wr u nw? Fam.

dner 2nyt s hauz, r u cuming? Repz, azap..!!”,. Have you

received that style of text message? Do you or have you ever

send this kind of text message? 

In the Philippines where almost everyone has cellular

phones, this style of text messaging is no riddle basically

for teenagers and young adults. 

Texting has become an integral part of our lives; it

has developed very rapidly throughout the world.

Initial growth of text messaging starts with customers

in 1995 sending an average 0.4 messages per GSM (Global

System for mobile communications) per customer per month.

(Wikipedia, 2009)

Today, text messaging is the most widely used mobile

data service, with 35% of all mobile phones users worldwide

or 4.2 million to 7.3 million phone subscribers at the end

of 2003 being active users of SMS.

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The largest average usage of the service by mobile

phone subscribers is the Philippines with an average of 15

texts per day by subscribers. (Wikipedia, 2009)

Text messaging is most often used between private

mobile users as a substitute for voice calls situations.

Popularity has grown to a sufficient extent that the term

texting has enticed the people. It is a very powerful tool

in the Philippines where the average user sends 10-12 text

messages a day. The Philippines ends on the average 400

million test messages per day or approximately 142 billion

text messages sent a year.

At the end of 2007, four of the top mobile service

providers in the country stated that there are 42.78 million

mobile subscribers in the Philippines; thus Philippines has

become the “texting capital of the world”.

The expanding availability of text messaging has raised

questions about the effect of texting on standard literacy.

Many have reported unintentional intrusions of abbreviations

used in texting called “textisms”- is inappropriate

contexts. (Wood. Et al., 2009)

This study or research contains information regarding

the impacts of text messaging and the factors that hinder

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the selected freshmen students of College of Teacher

Education of Pamantasan ng Lungsod ng Marikina (PLMar), A.Y

2012-2013, in achieving good language proficiency, high

literacy rate and English language learning.

It also aims to determine whether the texting habits of

the students should be a concern as it significantly

demeaning their spelling proficiency, literacy and English

language learning.

SIGNIFICANCE OF THE STUDY

The researchers have listed down the significance in

conducting the study. And with the help of these significant

factors, it will be a lot easier for the researchers on how

to prepare the questionnaire that has reference to the topic

of this research work.

This study will be significant:

1. To know how many years have the respondents been sending

text messages.

2. To know how many hours they spend every day for text

messaging.

3. To know whether they use the shorthand method of texting

frequently.

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4. To determine if the number of years of cellular phone

usage is a factor that affects the spelling skills of the

respondents.

5. To know if the number of hours of text messaging is a

contributing factor that results to poor spelling.

6. To identify whether the use of shorthand method of text

messaging affect their spelling skills.

Through this research, the deficiency in students’

knowledge and other related studies that needs improvement

and progress mostly in the universities and other school

offers Education course will be catered.

The intention of this research is to give additional

and essential information about the effects of text

messaging in the studying and learning of students. This

could be used as a part of the basic teachings for students

who are taking up the course of Bachelor of Secondary

Education because this study can be applied to the

profession they are aiming to.

The information held inside this research study can be

a great help, not only to the present Education students of

PLMar but also to the readers and other researchers that are

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seeking additional information and facts about hindrances in

the learning of the students.

Aside to that, mostly for Education students, they can

evaluate and determine where they should focus and they can

know what type of approach they need to have in order to

meet the needs of the children who are having a hard time

studying due to some factors. They can know what part of

them should be developed in order for them to be better

teachers someday.

To get a better idea of the effects of texting on

teenagers and how much this technology was actually being

used, a survey was conducted. Fifty (50) freshmen students

were asked questions about their usage of texting and

instant messaging.

To ensure the honesty of the answers, the surveys were

anonymous and the students were told that their answers

would not be used against them.

STATEMENT OF THE PROBLEM

This study aims to determine the correlation between

the Spelling Proficiencies of Texters of selected students

of students of Pamantasan ng Lungsod ng Marikina (PLMar),

A.Y 2013-2013.

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The following questions are the problems that should be

answered regarding the text messaging factors that affect

the said selected students.

1. What is the profile of the selected students of the PLMAR

CTE freshmen students as to:

A. gender

B. age

C. length of ownership of the cell phone

D. frequency of texting

2. What is the students’ spelling proficiency level based on

the gathered data through the survey test form given to

them?

3. Is there a significant relationship between the spelling

proficiency of texters when group according to the following

variables:

A. length of ownership of the cell phone

B. frequency of texting

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THEORETICAL FRAMEWORK

The theories gathered will be used in the formulation

of the study’s framework. Three theories from the works of

B.F. Skinner and Bagozz, R.P., Davis, F.D., and Warshaw,

P.R. and Albert Bandura led the researchers to the in

knowing the effect of frequent text messaging on spelling of

the first year CTE students of PLMar A.Y. 2012-2013.

According to Albert Bandura’s Observational Learning

Theory or Socio-Cognitive Theory (1962), a major part of

human learning consist of observational learning, which they

define as learning through observing the behavior of another

person called a model. An individual observes a model which

is from the society he is involved.

According to Observational Learning Theory,

particularly, is important in acquiring skills in which

operant conditioning technique of shaping is inappropriate.

Plotting an airplane and performing brain surgery, for

example. The behavior that could hardly be learned by using

trial and error methods without grave cost – liberally to

those involved in the learning.

Behaviorist theory of BF Skinner said that the core to

all behaviorism is the assumption that human and animal

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behaviors are determined by learning and reinforcement.

People act according to what they learned. Species acquire

new skills, depending on the effects these skills have on

the species’ environment. Skinner assumed that if an

individual’s action proves to have a positive effect, then

he would more likely continue his behavior. On the other

hand, if an individual’s action has a negative outcome, he

would likely stop this specific behavior.

An article in EduQnA.com serves as a supporting idea on

the theory of Skinner. According to the article, people do

not read enough. They rely too much on computers and a lot

of them tend to spell according to how the word is

pronounced, and the introduction of text messaging

encourages them to shorten words. Because of technology

available to the students now growing up, when they have to

exact their grammar skills away from a computer or

thesaurus, they can’t perform well. People have become so

dependent on technology to help read and write, to the point

that these skills have diminished over time. In addition,

there is less of an emphasis on face-to-face communication,

with the introduction of all phones and emails.

The work of Bagozz, R.P., Davis, F.D., and Warshaw, P.R

says that people do not use technology because of its

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features but rather, the adopt technology because of the

benefits they get from it. The theory of these three focuses

on how technology helps individuals motivate in learning.

Their theory states that changing individual’s attitude may

be an effective strategy to improve someone’s motivation in

learning. Caroll and Rosson (as cited in Bagozz, R.P.,

Davis, F.D., and Warshaw, P.R,) said that “learning by

doing” is an effective way in learning, for example is using

computer. However, the two argued “that such active learning

leads to “production bias” in which the motivation to use

the system to get a task done is stronger than the

motivation to use the system to get a task done is stronger

than the motivation to spend time learning to use the system

(p.24).” The two added that this might result in barely

adequate learning.

Everyone may feel assured that although different

methods in the experimental methods of teaching. There are

principles on which the theories agree and these provide

useful guidelines for both students and teachers.

CONCEPTUAL FRAMEWORK

EFFECTS

TEXT

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The diagram shows the advent of technology and gadgets

which are specifically the advances in easier access of

students to telecommunication devices such as the

cellphones. The process indicates how people use it in their

daily lives and the output indicates the effects on

students.

SCOPE AND LIMITATION

The study is confined to determine if there is a

negative effect of texting to the spelling proficiency of

freshmen students of the College of teacher Education in

Pamantasan ng Lungsod ng Marikina through a series of survey

conducted, during the second semester, A.Y.2012-2013.

The researchers conducted a survey on fifty (50)

selected freshmen students of College of teacher Education

in Pamantasan ng Lungsod ng Marikina.

EFFECTS

TEXT

INPUT PROCESS OUTPUT

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The researchers hope that this research contribute well

and give necessary information to the students about the

effect of the common factors of hindrances towards spelling

proficiency, literacy and English language learning. With

these factors, we can now think of a solution in order for

us to cope up with the problems.

HYPOTHESES

Null Hypothesis

There is no significant effect of texting to the spelling

proficiency of the freshmen students of College of Teacher

Education of Pamantasan ng Lungsod ng Marikina

Alternative Hypothesis

There is a negative effect of texting to the spelling

proficiency of the freshmen students of College of Teacher

Education of Pamantasan ng Lungsod ng Marikina.

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DEFINITION OF TERMS

Technology is continually advancing. As it becomes more

personal and commonplace, some terms have become quite

familiar. However, there are other terms that may not be as

well known. This section provides a list of terms relevant

to this study.

Abbreviations. This refers to a shortened form of a word

or phrase

Acronym. This refers to is an abbreviation formed from the

initial components in a phrase or a word (e.g LOL = Laugh

Out Loud)

Cellphone. This refers to an electrical device made for

distance-communication. It is the shortened term for

cellular phones (Cellular because of its size). It is also

called as Mobile Phone because of its portability.

Code-switching. This refers to switching between two or

more languages, or language varieties, in the context of a

single conversation.

Communication. This refers to the process of

conveying information through the exchange of thoughts,

messages, or information, as by speech, visuals, signals,

writing, or behavior.

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Instant messaging. This refers to the digital interactive

technology that allows users to receive and send messages in

real time via the Internet (Lewis & Fabos, 2005, p. 473).

Jargons. This refers to the technical terminology or

characteristic idiom of a special activity or group

Language Proficiency. This refers to the advancement of

knowledge or skill in language.

Language shortcuts. Abbreviations, shortened words or codes used

to communicate short messages with other cellular phone users

(Schaller, 2007, p. 7). Text messaging: A feature on cellular

telephones that allows users to receive and send short messages

(maximum of 160 characters) using the telephone’s alphanumeric

keypad (Harley, Winn, Pemberton, & Wilcox, 2007, p. 1).

Spelling Proficiency. This refers to the level of

intelligence in terms of knowledge on word spellings.

Text Language. This refers to the set of new word that seems

to be not accepted by prescriptive grammarians but still

used by people for communication purposes when using

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the cellular phones.

Text Shortcuts. This refers to the word shortcuts used for

cellular phone communication. It grew because of economic

and practical purposes. Same with Shorthand texting.

Texting/Text Messaging. This refers to the process of

sending messages through cellular phones

Textisms. This refers to the act of abbreviating words in a

text message.

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CHAPTER II

REVIEW OF THE RELATED STUDIES AND LITERATURES

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

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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. Even if we are a student or

not, there is still a need for us 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

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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 ways (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

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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.

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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.

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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.

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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.

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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 prophesized. 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

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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 forget that the language of texting

is different from 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

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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

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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 is 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

P a g e | 33

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).

P a g e | 34

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

P a g e | 35

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, 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

P a g e | 36

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

P a g e | 37

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 are 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.

P a g e | 38

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

P a g e | 39

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.

CHAPTER III

RESEARCH METHODOLOGY

P a g e | 40

In this chapter, the researchers present the method of

research that is used in the study together with the setting

of the study, the sources of data or the subjects of the

study, the data gathering procedure and the statistical

treatment. The researchers hope that this will serve as

additional information for the better understanding of the

readers regarding the topic of this research.

RESEARCH DESIGN

This study will determine if there is a positive or negative

effect with the frequent use of shorthand method of texting

to the spelling skills of the students, specifically, the

first year BSE students of PLMar. In addition to this, the

researchers would also like to know whether the extensive

use of cellular phones and the span of time they have been

using these could affect their spelling proficiency.

Moreover, this study will help us in determining whether

text messaging has contributed, or has been a factor to the

deterioration of their spelling capabilities. Setting these

objectives, the researchers gathered information which will

be very useful in conducting the study.

METHOD OF RESEARCH USED

P a g e | 41

Descriptive method is considered to be a fact-finding

procedure of process of conducting a survey in which the

researchers will come up with an adequate, efficient and

reliable interpretation from the respondents’ answer.

The researchers used the descriptive method type of

study. By using this method, the researchers can come up

with a concrete interpretation of the study in a short span

of time. The researchers gathered data by means of

conducting a written form of interview with sets of question

relevant to the topic. The researchers added a spelling quiz

at the second part of the survey form which will help them

really observe clearly. The researchers distributed the

questionnaires to the chosen respondents and give them ample

time to answer it within the day. After answering, the

researchers will collect all the questionnaires so that the

researchers may now analyse and interpret the data

retrieved.

SETTING OF THE STUDY

The researchers conducted the whole study and interview

within the school premises of Pamantasan ng Lungsod ng

P a g e | 42

Marikina (PLMar). The university is located at Brazil

Street, Greenheights Subdivision Concepcion 1 within the

city limits of Marikina, which was built in 2003.

Below is the map to the university:

PARTICIPANTS OF THE STUDY

The researchers gathered 50 respondents from the

freshmen students of the College of Education in Pamantasan

ng Lungsod ng Marikina, A.Y 2012-2013. There are 141

freshmen students in PLMar taking up Bachelor of Secondary

Education which is divided into three sections namely: CTE

101, CTE 102, and CTE 103. CTE 101 has 46 students; CTE 102

has 48 students; and CTE 103 has 47 students.

P a g e | 43

SOURCES OF DATA GATHERED

The researchers gathered data using a

questionnaire being provided. This study makes us of the 50

questions relevant to the topic of the study. The

questionnaires are distributed personally to each of the

respondents. The respondents were given ample time within

the day to answer to satisfactorily answering the given

questions. The researchers will collect all the

questionnaires within the same day.

The questionnaire is divided into two parts. The

first part is about the profile of the respondents which

includes their name, age, gender, year level and section.

The second part comprises the questions which were

formulated to obtain the information needed, so that the

researchers can access the factors that hinder the freshmen

students of the College of Education regarding their

academic performance in the university.

RESEARCH INSTRUMENT

The researchers will use answer sheets as our research

instrument so it would be easy for us to analyze; and the

data entry and tabulation will be easily done. Answer sheets

P a g e | 44

are also familiar to the students since all of them had

experience on completing answer sheets and they generally do

not make the respondents apprehensive.

Our questionnaire consists of two parts. The first part

is considered as the profile survey. The profile survey

contains the respondents’ personal information which

includes their name, age and gender. The profile survey also

contains the questions as to how long these students have

been using cellular phones, and how often they use their

cellular phones. The second part of the questionnaire is the

Spelling Test. This part of our answer sheet will determine

the proficiency of the respondents when it comes to

spelling. The words used in the Spelling Quiz are from the

List of Frequently Misspelled Words found on the net. These

tests will find out whether text messaging and the use of

shorthand texts are contributing factors that affects the

students academically. The pre-survey and the spelling test

will be the basis in gathering our data. The results will be

used in answering and attaining our objectives.

DATA COLLECTION

The researchers will conduct a profile survey and test

to all the first year BSE students of PLMar. The researchers

will use a qualitative approach in dealing with this

P a g e | 45

problem, specifically, the questionnaire method. The

respondents will be given a two-part answer sheet to be

administered by the researchers themselves. The first part

of the answer sheet which is the profile survey, will be

answered by writing their personal information such as their

name, age and gender and also by choosing the letter of what

best describes their habit. The questions were formulated

based on the three questions from the statement of the

problem and to the significance of the problem. The

questionnaire method is the appropriate process used for the

survey because it becomes more cost-effective as the number

of research questions increases. Aside from that, the

researcher’s own opinion will not influence the respondent

to answer questions in a certain manner and there will be no

verbal or visual clues to influence the respondents.

After the survey, the researchers will conduct a

spelling test. The researchers will use the testing method

as the clerical tool for collecting data. Each respondent

will be given an answer sheet that is composed of 10 items

for spelling test. The items were from the frequently

misspelled words. This will test their spelling abilities.

For the spelling test, they are will be asked to write the

correct spelling of the word after the researchers

P a g e | 46

pronounced them. The spelling test will also be administered

by the researchers in the respective classrooms. The testing

method is the appropriate process for this, since we are

aiming to identify how quick these students are in

distinguishing the correct spelling and grammar. The

respondents are also free to answer the questions in their

own-time table, so as not to make them feel pressured by the

time.

STATISTICAL TREATMENT

All data will be tallied and tabulated and analyzed. The following statistical treatment will be used,

1. Weighted Mean - The weighted mean is to be used as basis of describing the variables affecting the spelling proficiency of the respondents.

Formula:

X=∑ x i f iN

Where: X = weighted mean

∑ X i f i = sum of the weighted mean

N = number of respondents

2. Pearson’s product-moment Correlation – This is use

to determine the degree of relationship between the spelling proficiency of texters when group according to length of ownership of the cell phone and frequency of

texting.

formula:

P a g e | 47

R xy=n∑ xy−∑ x∑ y

√¿¿¿

where: R xy= Pearson’s Correlation

x = response (independent)

y = response (dependent)

n = number of respondents

Pearson’s product-moment correlation or in short term R xy was used to interpret the significant relationship of texters’ spelling proficiency level in terms of the length of ownership of their cellular phones and their frequency of texting. The figures were interpreted below:

R xy Qualitative Description

±0.91 to ±1.00 very high correlation/very-dependable relationship

±0.71 to 0.90 high correlation/marked relationship

±0.41 to ±0.70 moderate correlation/substantial

Relationship

±0.21 to ±0.40 slight relationship

±0.00 to ±0.20 very little/negligible relationship

3. T-test – This will be used by the researchers to test the hypothesis, to compare and find the significant relationship of the variables to be tested.

The formula for the t-test is illustrated below:

t=r √ (n−2 )(1−r2 )

where:

t = t-value

P a g e | 48

n = number of respondents

r = computed value of the Pearson.

Degrees of freedom (v) = n-2

Decision rule:

If p-value ≤ α, reject the null hypothesis (Ho). Otherwise accept the null hypothesis (Ho), where α = 0.05

P a g e | 49

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the researchers show the information

gathered in conducting the written interview. This presents

the analysis of the data gathered by the researchers on the

same day.

THE RESPONDENTS

TABLE NO.1.A

RESPONDENTS’ GENDER ANALYSIS

Data Analysis:

The table shows that 25 or 50% of the respondents are

males, 25 or 50% of the respondents are females. The numbers

of respondents of opposite gender are balanced.

P a g e | 50

TABLE NO.1.B.

RESPONDENTS’ AGE ANALYSIS

Data Analysis:

The table shows that 15 or 30% of the respondents are

17 years of age, 20 or 40% of the respondents are 18 years

of age, and 15 or 30% of the respondents are 19 years of

age.

P a g e | 51

TABLE NO.1.C.

RESPONDENTS’ LENGTH OF OWNERSHIP ANALYSIS

Data Analysis:

The table shows that 12% of the respondents only

got to use a cellphone a year ago. 20% owned one two years

ago. 30% of the respondents had used a cellphone 3 or 4

years ago. A percentage of 38% of the respondents already

had a cellphone five years ago or even more.

P a g e | 52

TABLE NO.1.D

RESPONDENTS’ FREQUENCY OF TEXTING ANALYSIS

Data Analysis:

The table shows that 10% of the students use

cellphone for a length of 18 hours (or even more). 16% of

the respondents use it for nine hours (or even more). A

percentage of 28% says that they have only used their phone

for only 3 hours (or more). The remaining 46% of the

respondents states that it depends upon the call of

situation or an emergence of something very important.

P a g e | 53

TABLE NO.1.E

ScoresVerbal

InterpretationLevel of

Proficiency

10-9 Excellent Superior

8-7 Very Good Advanced

6-5 GoodIntermediate

Intermediate

4-0 Needs Improvement Novice

Data Analysis:

The table shows the corresponding interpretation

of the scores that the respondents will get. The levels;

Novice, Intermediate, Advanced, and Superior will be use to

measure the level of the respondents’ spelling proficiency.

P a g e | 54

TABLE NO.2.A

SPELLING QUIZ ITEMS ANALYSIS

Item No.

No. Of Respondents

with correct answer

Percentage No. Of Respondents

with incorrect answer

Percentage Total Total

Percentage

1 50 100% 0 0%

50 100%

2 43 86% 7 14%

3 36 70% 14 28%

4 43 86% 7 14%

5 43 86% 7 14%

6 31 62% 19 38%

7 31 62% 19 38%

8 34 68% 16 32%

9 43 86% 7 14%

10 25 50% 25 50%

Total 379 75.8% 121 24.2% 500

Data Analysis:

The table shows the number of items correctly and

incorrectly answered by the respondents and its

corresponding percentage. It shows at the bottom of the

table the total score and total percentage of the

P a g e | 55

respondents which indicates their level of proficiency in

spelling. They got 379 correct answers out of a total of 500

items all in all. They got a percentage of 75.8%.

TABLE NO.2.B

SPELLING QUIZ SCORE ANALYSIS

Score No. of respondents

10 4

9 7

8 16

7 14

6 6

5 2

4 1

Total 50

Data Analysis:

The table shows the number of respondents that got

a particular score in the spelling quiz. No respondents got

a score of 3 or lesser than 3. The lowest score is 4 out of

ten. Four students got a perfect score.

P a g e | 56

TABLE NO.3.A

GENDER ANALYIS ON SPELLING QUIZ RESULT

Gender Total Score Total no. Of Items

answered

Percentage

MALE 190 250 76%

FEMALE 189 250 75.66%

Data Analysis:

The table shows that the opposite genders only

have a very small difference in terms of the level of

spelling proficiency. The Male garnered 76% while the Female

got 75.66%. The two only have a difference of .34.

P a g e | 57

TABLE NO.3.B.a

SPELLING QUIZ DATA ANALYSIS ON THE 17 YEAR OLD RESPONDENTS

Data Analysis:

The 17 year old respondents gathered only a tiring

73.33% percentage on the spelling quiz.

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TABLE NO.3.B.b

SPELLING QUIZ DATA ANALYSIS ON THE 18 YEAR OLD RESPONDENTS

Data Analysis:

The 18 year old respondents gathered only a tiring

75.50% percentage on the spelling quiz.

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TABLE NO.3.B.c

SPELLING QUIZ DATA ANALYSIS ON THE 19 YEAR OLD RESPONDENTS

Data Analysis:

The 19 year old respondents gathered only a tiring

78.66% percentage on the spelling quiz.

P a g e | 60

TABLE NO.3.B.d

AGE ANALYSIS ON SPELLING QUIZ RESULTS

Age Score Total Percentage

17 110 150 73.33%

18 151 200 75.50%

19 118 150 78.66%

Data Analysis:

The table shows that the 19 year old respondents

got 78.66% at the spelling quiz. The 18 year old got 75.50%

and the 17 year old respondents got the lowest which is

73.33%. This shows that all of them got low scores in the

test.

P a g e | 61

TABLE NO.3.C

LENGTH OF OWNERSHIP SPELLING QUIZ RESULT ANALYSIS

Length of Owner-ship

Score Weighted

Mean

Verbal

Interpretation

10 9 8 7 6 5 4

1 year 4 2 9.67 Excellent

2 years 5 5 8.5 Very Good

3 years 10 5 7.67 Very Good

4years 1 9 6 2 1 6.37 Good

GWM=8.05

Pearson correlation: Rxy=0.69 MODERATE CORRELATION/ SUBSTANTIAL RELATIONSHIP

T-test: t=6.63≥ 0.05 ∴ ACCEPT NULL HYPOTHESIS, THERE IS NO SIGNIFICANT RELATIONSHIP

Data Analysis:

The table shows that the respondents with longer length

of cellphone ownership have lower scores compared to those

respondents who just owned cellphones a year ago, base on

the result of the Pearson product-moment correlation it can

be stated that the length of ownership of the cellphone has

a moderate correlation and a substantial relationship with

the spelling proficiency of the respondents. The result of

the T-test shows that although it seemed that the result

P a g e | 62

were highly influenced by the length of ownership of

cellphone, still it cannot be classified as a significant

factor in terms of the respondents’ proficiency level in

spelling.

TABLE NO.3.D

FREQUENCY OF USE OF RESPONDENTS SPELLING QUIZ RESULT

ANALYSIS

FREQUENCY OF USE

SCORE Total Weighted

Mean

Verbal

interpretation

10 9 8 7 6 5 4 or less

18 hours 1 1 2 1 5 5.6 Good

9 hours 3 5 3 6.38 Good

3 hours 3 11 14 7.21 Very Good

1 4 7 12 23 8.65 Very Good

Total 4 7 16 14 6 2 1 50 GWM=9.06

Pearson correlation: Rxy=0.64 MODERATE CORRELATION/ SUBSTANTIAL RELATIONSHIP

T-test: t=5.77 ≥ 0.05 ∴ ACCEPT NULL HYPOTHESIS, THERE IS NO SIGNIFICANT RELATIONSHIP

Data Analysis:

The table shows the number of respondents who got a

particular score and are under a certain category in the

frequency of use table. The table shows that students who

P a g e | 63

are frequently using cellphones garnered lower scores

compared to those who are using it depending on the

emergence of situation. The result of the Pearson product-

moment correlation shows that the frequency of the texting

has a moderate correlation with the spelling proficiency of

the respondents; there is an ample or a considerable chance

that the frequency of texting affects the proficiency level

of the respondent. The T-test result is greater than the

value of α 0.05, which suggests that the Ho or the null

hypothesis should be accepted, this means that the frequency

of texting and the level of spelling proficiency has no

significant relationship spelling proficiency of the

students.

P a g e | 64

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY OF FINDINGS

Based on the findings of the study, the following

conclusions were drawn:

(1) Both gender and all age categories the researchers

enumerated have garnered almost equal percentages.

This goes to show that cellphones are really

popular on both genders and all ages thus, it can

be told that texting is really affecting the level

of spelling proficiency no matter what the age and

gender of the student is.

(2) The length of ownership of students and the

frequency of cellphone use have no significant

relationship in the spelling proficiency level of

the students; however there is an ample amount of

correlation and the results dictates that the two

factors have negative effects on the student’s

level of spelling proficiency.

P a g e | 65

(3) Most students who have longer length of cellphone

ownership have a higher tendency to commit

spelling mistakes. Students with greater age and

greater exposure to cellphone are susceptible to

mistakes in spelling compared to younger ones.

(4) Students who are frequently using cellphones for

texting are prone to commit spelling mistakes.

CONCLUSIONS

The researchers therefore conclude that texting habits

are part of the factors that affect the declining spelling

proficiency of students, text languages often confuse the

students with the correct spelling of the words leading to

usually misspelled words.

RECOMMENDATIONS

The researchers are recommending this study to the

following:

(1) For the students who belong to the Superior

level of proficiency, the researchers suggest

that these students must be keen in observing

their texting habits and should not commit

themselves in practicing any of the informal

way of composing messages.

P a g e | 66

(2) For the students in the Advanced level, the

researchers suggest that they refrain from

using text jargons and read more books

instead of texting.

(3) For the students in the Intermediate and

Novice level, students should have texting

limitation; they should have alternative

chores during their free time instead of just

texting, these students can also attend

seminars and read articles about the negative

effects of text messaging.

(4) For the school, the school should provide

activities that are related to formal

communication, entertainment reading, and the

likes, so that students will enjoy

communicating in personal rather than in

messages.

(5) For the parents, they should also practice

good communication in their houses so that

their children won’t have to do conversations

through text messages with their friends or

other people; and they will converse with the

people in the house instead.

P a g e | 67

The researchers would also like to recommend that a

further study about the effect of texting in the spelling

proficiency of students would be done in a longer period of

time with a larger number of respondents who should be

observed in an adequate period of time.

P a g e | 68

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

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Estuar, Ma. Regina. (2003). Let’s Talk about Txt!

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Online Periodicals:

AHN Media Corp. (2010). The Philippines as the ‘texting

capital of the world’. Retrieved January 13, 2011

fro

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mhttp://www.writersweekly.com/this_weeks_article/summary.htm

l.

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

from http://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_n2

1298339.

Russell, Lisa M. (2010). The Effects of Text Messaging on

English Grammar. Retrieved December 13, 2010

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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

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Standard English. Norway: University of Bergen. Retrieved

December 15, 2010

from https://bora.uib.no/bitstream/1956/3320/1/56404526.pdf

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APPENDIX

THE QUESTIONAIRRE

Name:

Age: Gender:

1. When was the first time you had a cell phone?

a. 1 year ago c.3 years ago

b. 2 years ago d.4 years

2. How much time do you spend using your cell phone for

texting?

a. 18 hours c. 3 hours

b. 9 hours d. 1hour

3. Directions: Spell the word pronounced by the

facilitator.

1. Received

2. Sergeant

3. Maintenance

4. Mississippi

5. Fluorescent

6. Odyssey

7. Continuous

8. Occasionally

9. Rhythm

10. Miscellaneous

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CURRICULUM VITAE

Name: John Michael A. Miralles

Age: 18

Birthday: February 17, 1995

Birthplace: Quirino Memorial Medical Center

Major: English

Course: Bachelor of Secondary Education

Name: Mark Gil G. Belgira

Age: 18

Birthday: April 19, 1994

Birthplace: Nangka, Marikina City

Major: English

Course: Bachelor of Secondary Education

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Name: Marjorie L. Sarmiento

Age: 18

Birthday: April 6, 1995

Birthplace: Antipolo, Rizal

Major: English

Course: Bachelor of Secondary Education

Name: Noel V. Mades

Age: 18

Birthday: February 12, 1995

Birthplace: Marikina

Major: English

Course: Bachelor of Secondary Education

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Name: Paul John A. Pascual

Age: 21

Birthday: Sept 29, 1991

Birthplace: Quezon City

Major: English

Course: Bachelor of Secondary Education