Menace of Text Message Abbreviation on English Language Examinations
CHAPTER ONE
Objective of the study
The general objective of this study is to determine the menace of text message abbreviations on English language examinations (a study of three secondary schools in Okota Local Government Area)
The specific objectives of this study are:
- assess students understanding regarding text message abbreviations
- identify the effect of text message abbreviations on English language examinations among secondary school students
- determine the extent to which text message abbreviations influences the writing performance of the sampled population.
CHAPTER TWO
LITERATURE REVIEW
Overview
The phenomenon of texting among adolescents is one that evolves rapidly. As such, there is limited empirical research on this subject. However, the debate over whether text message abbreviations influences formal writing skills and abilities is based on the fundamental question of whether text messages improve, interfere or have no relation to formal writing skills. The agreement or the disagreement emerges from different points of view (optimistic, pessimistic, pluralistic and techno-realistic) or frames of discourse and is often in several respects. These views, according to Weerakkody (2008), represent the main discourses of technology and govern perceptions of technology in society as they shape how technology is discussed in society.The optimistic view of text messaging, for example, focuses primarily on the gains that can be made in text messaging. This is due to the fact that all technological advances and devices are positive and bring about progress. On the other hand, the pessimistic view portrays its ideologies around the losses, costs and misdeeds of mobile telephony. A key argument for the pessimists of mobile technology (Beninger, 2013) is that of increasing the power and control of the powers that exist.
Foucault (2005) quoted in Weerakkody (2008) compares the pessimistic view of new technologies with a surveillance system whereby those at the center of activities control those in the periphery. This control leads to abuse, misuse and oppression, such as cyberbullying in today’s society. The pluralistic vision defies greatly and even opposes the pessimistic view. The frame of reference from this point of view is that of use, ie mobile telephony and text messaging in themselves are neutral.Positive, negative or neutral results depend on how they are used. For example, the same uranium used to power nuclear reactors to generate electricity can be used to produce the most deadly explosives. In this case, the uranium itself is neither good nor bad, but neutral. However, it depends on how it is used. According to Faulkner &Culwin, (2005), techno-realistic view takes the common ground and considers technological applications such as text messaging as a mixed blessing capable of positive and negative results (p.464).
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The study adopted the descriptive survey methods of data collection so that the required objectives can be achieved. Similarly, the choice of the survey method was appropriate for the study, because it served as the convenient approach for accurate data collection.
Population of the Study
The target population of the study consisted of secondary school students in OkotaLocal Government Area.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSIONS OF RESULTS
INTRODUCTION
This chapter presents the analysis of the data collected from the field and the discussion of the results and content analytic approach. Primary data was gathered on the menace of text message abbreviations on English Language Examinations. A total of 324 copies of questionnaire administered to students, an impressive 100% returns were made.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
SUMMARY
This study was conducted among students in selected secondary schools in OkotaLocal Government Area to determine the menace of text message abbreviations on English language examinations.In carrying out the study, questionnaire comprising of 15 items was used to generate data from 324students that were sampled using simple random sampling technique to recruit respondents. Data generated were analyzed using the Statistical Package for Social Sciences (SPSS version 20). Verbal informed consent was duly sought and obtained from the students that took part in the study. The research participants were assured of anonymity and confidentiality of information they provided. Results and findings from data collected showed that the negative effects of student abbreviated writings in academic work and examinations according to student respondents generally were bad and posed reading problems 196 (59%), delayed script marking process 128(41%). This negates the positive impact of text messaging as generalized by David Crystal, and also Russell’s argument of the nil effect of phone abbreviations texting but brings to light the position of the schools of thought that argues that phone abbreviation texting could negatively impact on grammar, not excluding students works as demonstrated by this work.
CONCLUSION
Text message abbreviation affects students’ academic performance either positively or negatively. Positivelybecause some use it for important academic message orfamily members or friends both at school and at home forinformation especially when they are out of credit and cannotmake voice calls. Negative when they become dependent toSMS, IM, BBM and so on when they use text abbreviations to thepoint of writing such abbreviations in their continuous assessment and examinations. It is most astonishing to note that even though the students are aware of the dangers associated with the use of SMS abbreviations especially during examinations, they still cannot stop it because they incautiously use it. However, the use of SMS abbreviation can be overcome if only its users can adopt the use of only simple and correct English when doing so.
RECOMMENDATION
As a result of the above revelations from the students’ raw data, the following have been recommended based on the inferences made from the data:
Teachers of English as second language in the study environment and elsewhere should brace up to the challenges posed by students’ overdependence on ICT tools and their eventual poor attitude towards reading and writing. By implication, English language teachers in second language contexts should device some practical ways of reducing students’ dependence on short-cut -technologies and re-focusing their commitment on the traditional basics of learning the second language, they should be made to realize that the grammar books and dictionaries of the target language should form their primary reference point in moments of confusion. There is no short cut to learning a second language. Learners should be advised to imitate the native speakers of such a language so as to increase their overall proficiency in the target language. By inventing their own spelling systems, the learners are causing more harm and confusion in their quest to learning the target language. The students should be made to know that no material in the internet is uploaded with spelling short-cuts.
By constant practice, one gets to be perfect in a given set of habits. It is observed that these students write text messages more than they do the essay writing. That is the more reason why the errors discovered in chapter four have almost been fossilized among them. It is, therefore, recommended that students be given regular essay writing and comprehension reading tasks. This will enable them discover the right spelling patterns, the rules of grammar, correct system of punctuation and generally help them to drop the long-acquired bad habits of writing. The more the students read, the better they would write and vice versa. This underscores the need for wider readership because the students would imitate the good styles and forms of professional writers.
Students should be advised to desist from inventing all manner of short-cut- abbreviations. They should try to learn what is permitted in the target language. Once a linguistic item is learnt, it becomes permanent so long as the learner makes repeated use of such learnt item. Again, the teaching of English grammar is of prime importance to students‟ level of performance. The knowledge of the rules of a language is an important input to learner’s performance. It is only when adequate emphasis is placed on the teaching of grammar that both writing and other skills of the target language would be properly learnt by the students.
FURTHER SUGGESTION
Research findings can be strengthened by replication. Therefore it is recommended that this study is replicated using greater amounts of participants and a wider population spread. The researcher should pay keen attention to the role the teachers play in the study and the nature of the study (especially its expected burden) should be carefully explained to teachers and principals. More technically, however, future studies of this nature should try to achieve as much consistency as possible. By consistency it is meant that the pieces to be examined, as far as possible, should be within a particular word range.
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