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Effects Of Texting On Literacy

2428 Words10 Pages

Introduction
This research project involves the assessment of teenage texting and the effect it has on their literacy. The Y-generation/ 21st century teenage group has been influenced immensely by technology and social networking. The effects of texting can either be positive due to the frequent typing or negative due to the informal style of orthography. Regardless, texting does have an effect. Different age groups will be affected differently due to the different periods of technological influences. In order to determine a true reflection of these effects, the research project will consist of primary research such as questionnaires and literacy tests. …show more content…

Technology has created and replaced the ways in which humans communicate, from depending entirely on speech to depending fully on technological devices such as cell phones. According to a study by The Centre of Science Education at Sheffield University, approximately ninety percent of the youth have cell phones, and that ninety-six percent of this group uses them to text (Plester, Wood, Bell 137). Pew Internet conducted a survey in April 2010 that observed that 15% of teenagers that practiced texting send more than 200 texts a day or more than 6000 texts a month. Texting is without a doubt the leading form of communication and it is practised more by teenagers than any other age group thereby affecting the relationship between their texting and literacy. It is hypothesized that texting has a negative effect on teenage literacy. It is however debatable because arguments stating that texting has a positive effect on teenage literacy is also …show more content…

Conclusion
The hypothesis, which is that text messaging has a negative effect on teenage literacy, was proven true by this study.
The sub-questions; does texting affect different age groups differently, can the negative effects of texting be avoided, and should texting therefore be discouraged, all aided to the focus question of how text messaging is affecting teenage literacy.
The study has found that common texting by teenagers can influence their literacy negatively due to the fact that they don’t practice the correct grammatical way of spelling. The lower grades especially showed to be affected the most, perhaps because they have been exposed to texting at a much earlier age and can therefore not spell correctly.
The main limitations to the study were the ability to access the grade 9 IEB results and find a date and time that suited all parties in the experiment. For future recommendations to similar studies, learners who said they do not text regularly could be tested as well to compare the results and obtain more accurate results proving the thesis

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