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Texting Versus Academic Performance
Introduction
The current communication mode for adolescents and young adults is texting, which entails writing short, coded, and direct messages to their friends when communicating. Texting continues to evolve into a cheaper mode of communication where its use has increased over time. The paper addresses the importance of texting in enhancing academic learning vocabulary and texting on academic functioning among teenagers and young adults. Another point includes the implications of texting language on the use of grammar in English language learners. Teenagehood is a crucial period for developing emotionally, cognitively, and behaviorally where such growths are related to academic performance through skills such as communication and writing. The research outcomes mention that young adults get the chance to develop their vocabulary through their daily activities, mainly involving texting as a form of interaction. The outcome also mentions that texting has also helped English language learners (ELLs) learn different languages. The outcome is that the use of textese among children has enhanced their literacy and spelling abilities. Therefore, texting does not interfere with a student’s performance in written English or academic performance.
Body
Textese can be defined as abbreviated typed or written language that involves omitting certain words to achieve a brief and understandable communication form. The majority of studies suggests that “children’s use of textese and their spelling and literacy abilities were found to be positively related: accuracy of reading textese and speed of reading and writing textese were positively associated with children’s spelling, reading and non-word reading scores and number of (certain types of) textisms and textism density—the ratio of textisms used per word—were positively associated with spelling skills.” (Van Dijk et al. n.p). Although other studies argue that children’s punctuation, spelling, and grammatical abilities became influenced by textese’s continued use, other studies indicate that grammar violations within the children’s text messages did not reflect their academic performance. This is because writing messages is enjoyable for children meaning that they may develop a positive attitude on academic activities connected to literacy. Thus, the entire essence of reading and writing messages among children enhances their reading and writing skills.
The lack of sufficient vocabulary knowledge or limited vocabulary access is among ELLs’ significant challenges, particularly at the university level. Another challenge is that the ELLs have to learn the vocabulary simultaneously with other subjects whose concepts are taught in English. Research conducted on English as their second language indicates that it becomes more challenging to acquire and understand vocabulary and understand instructions and guidance from ELL teachers. “This partially is due to the complexity of academic vocabulary knowledge itself, the vast vocabulary size ELLs have to acquire within a relatively short period of time in order to catch up with native English-speaking peers, and limited direct instructional time in intensive English preparation (IEP) programs” (Li et al., 2). Recently, mobile technologies have pushed educators and researchers to investigate using short textual messages and emails to help L2 students understand different language aspects at the university and high school levels. A survey conducted on ELLs mentioned that the students frequently read text messages three times a day and four days weekly to read their emails once a week. The survey also concluded that “Participants rated the ease of understanding between fair and easy for target words, definitions, example sentences, and word meanings with the aid of definitions and sample sentences” (Li et al., 10). This means that text messages assist native English speakers in the reading and writing process and act as a learning ground of common vocabulary used in the school and social environment.
Apart from texting being helpful in ELLs and enhancing reading and spelling skills among children, texting enhances academic functioning among teenagers and young adults. Academic functioning, therefore, becomes a crucial function of texting behaviors among children. Since school determines the development and social life among children, researchers continue to analyze the connection between academic functioning and texting. Academic functioning entails academic competence in class, school bonding, and grades, among other functions where the grades earned in class reflect their academic success (Lister-Landman et al., 4). Additionally, school bonding means the connection students have with their academic and social lives within the school set-up. “Perceived scholastic competence consists of teens’ perceived cognitive competence as applied to schoolwork and their beliefs regarding their comparative level of intelligence” (Lister-Landman et al., 4). Although most scholars may argue the compulsive texting results in negative academic performance due to the disruptions associated with answering text messages while in class or in the middle of assignments, controlled texting among young adults enhances their will to read and write in their school work. Therefore, compulsive texting would negatively impact school performance, including low cognitive development among children.
Conclusion
As previously mentioned, mobile communication continues to be used by teenagers and young adults worldwide through text messages and email sending. Although this might seem like a negative implication towards cognitive development and social skills, as some researchers may argue, current research proves that texting does not interfere with a student’s academic performance or reading and writing skills. According to the research performed on texting and gathered on this paper, concepts such as textese enhance children’s accuracy and speed in their reading and writing. This enables a quicker understanding of written information and its meaning in the class environment when reading the formal language. Therefore, textese’s implication on students reflects their positive class performance. Text messages also enhance fast vocabulary acquisition, reading, and writing skills among ELLs. This is because acquiring basic vocabulary used in learning institutions concurrently with understanding concepts taught in class becomes challenging and tiring for most ELLs. Some ELLs may also find it monotonous in reading and attempting to speak English in class due to the lack of motivation. Using text messages as a platform to effortlessly and routinely learn English has made it easier for ELLs to cope with the transition from their native language into the academic and social vocabulary. Ultimately, reading and writing text messages among adolescents and young adults reflects the interest in reading and writing their academic work. Most teenagers and young adults perform better academically due to healthy cognitive development due to their social life. Although texting portrays no academic work interference, schools should note compulsive texting disorders among teenagers to avoid negative texting implications.
Works Cited
Lister-Landman, Kelly M., Sarah E. Domoff, and Eric F. Dubow. “The role of compulsive
texting in adolescents’ academic functioning.” Psychology of Popular Media Culture 6.4 (2017): 311.
Li, Jia, Jim Cummins, and Qizhen Deng. “The effectiveness of texting to enhance academic
vocabulary learning: English language learners’ perspective.” Computer Assisted Language Learning 30.8 (2017): 816-843.
Van Dijk, Chantal N., et al. “The influence of texting language on grammar and executive
functions in primary school children.” PloS one 11.3 (2016): e0152409.
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