The Impact of Text Messaging on The Academic Writing
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
UNIVERSITY OF ABBES LAGHROUR-KHENCHELA
Abstract
ABSTRACT
The following dissertation attempts to assess the impact of text messaging on the academic writing of Master Two students at the University of Khenchela.
It concentrated to find out whether the frequent use of text messaging (SMS) in the students ' daily lives could negatively affect their academic writing skills. The dissertation contained Three subsequent Chapters: Chapter One and Two dealt with the related literature. Chapter Three discussed the analysis of data. The procedure undertaken in the research methodology adopted a descriptive one, data were gathered randomly and questions were in a form of "Open" and "Closed" ones.
Sixty students (60) out of a general student's population of One Hundred Eighty (180).
The distribution was accomplished throughout social media.
The number of responses appeared satisfactory to present the research's aim.
As the investigation was conducted during the exceptional phase of the Covid-19 the results had to be presented with precautions.
The researchers were constrained to use a small size for financial and health safety reasons. The main issue here was to come out from this study with an ultimate set of confirmed answers rather than definite conclusions.
The findings confirmed the hypothesis formulated by the researchers which were:
-Does the Excessive use of text messaging affect the academic writing of students?
The following findings and recommendations were made :
1-The majority of students were found to be social media addicts.
2- They spend more than Ten hours (10) hours daily on the internet.
3-The most frequent words used in messaging were "Abbreviations" or what is known as "textism" or text language.
4- The overuse of social media-induced their inability to write correctly and formally good English
5-Many students did not pay attention to the type of language used in their messages and did not bother themselves to write the correct English language, as they have become accustomed to shortcuts to gain time.
6-Most students did not differentiate between the formal and informal language, some others perceived the difference, but insisted on using an informal language to facilitate the process, unaware of the danger of excessive use which over time became a bad habit.