Chapter 1

THE PROBLEM

Introduction

Throughout this streamlined millennium, we can't fully deny that mobile

phones have become a global phenomenon. The use of mobile phones was largely

popularized for easy and fast communication. The text messages are one of the

characteristics of cellphones. This is what people use to connect with their family

and friends, when they’re far apart.

You're never going to see a person holding his phone today. Texting

becomes the means of communication most individuals have been using. They

relied on smart phones to carry out their day-to-day practices. Generally, this use

of instant messaging have increased due to the influx and prevalence of mobile

phone use.

Some of the smartphone users was the baby boomer. Middle school

students were one of the prime examples of a generation. Cell-phone text instant

messaging became the favored means of effective communication between

middle school students (Lenhart, 2012) and it is becoming a social way to connect

with peers via text messaging as an alternative.

Conversations and even face-to-face interaction. People are now using

apps or more and-called "Textese" when sending out text messages. Textese in

the Philippines may also refer to' jejemon' documents. Textese is an orthographic
type of writing that would cut the time and burden of messaging (Kemp and

Bushnell, 2014).

Abbreviations, hashtags, as well as the removal of redundant parts of

grammar and spelling are sometimes linked to Textese (Drouin and Davis 2009).

There have been a range of styles of Textese, including Grammatical contractions

(text – txt), orthographic (through – thru), acronyms / initialisms (what you do –

wud), clippings (missing – missin), letter / number homophones (you – u, too – 2),

mixed text / number homophones (before – b4).

Emoticons / symbols (kiss –: *), speech depictions (want – want to), lack of

sentence structure (May Ann – may ann), and duplication of words (you – yo –

may ann) ), and the reiteration of words (you-youuuu). Tomita (2013) said this kind

of interaction is abolishing the way our kids read, reckon and compose. A graphical

way is becoming popular.

Learners feel compelled and quick to code instead of the structured one.

She concludes that there's also no need for maximum effort or logical thinking.

O'Connor (2005), another skeptic, said the more learners use instant messaging

instruments, therefore they can separate traditional and modern English. The more

they will be like to Textese.

The more they will be lost the laws of structured English. For instance, why

we shortened "Okay" to "K.". Wood, Kemp, and Waldron (2014) have developed a

relationship whatsoever between semantic amplitude and pronouncing initiatives

as well as other scholarly activities linked to language skills, including verbal and

non-verbal argument.

These include the missing punctuations, loss of capitalization, use of

emoticons, slang words, use of numbers as messages, repetitiveness of letters,

and grammatical mistakes. The use of Textese by children and young adults was

associated with poor reading, weak writing, poor speaking skills, and even

language degradation in public opinion.

The International Data Corporation (2016) estimated that the Philippines

has the fastest-growing market for cellphones and smartphones among the

Association of Southeast Asian Nations (ASEAN). The "TEXT" capital of the whole

world has been declared to the Philippines due to its large number of messages-

exchange in the country with estimated number of messages.

The number of customers and active users of mobile phones expanded by

23 million every year (Senate, S No. 2512). Josefina Lichauco (2001) said, "This

is the Philippines, the mobile messaging capital of the world, which SMS (Short

Message Service) has led to a milieu of lingo, slang and manners. Truth is,

throughout the Philippines.

The terms "let's chat" have also been replaced by "let's text." The report

indicated that there are around 400 million text messages sent every day by

Filipinos, or 142 billion messages sent every year. There really is no question that

perhaps the Philippines is known as the "Texting Capital of the World."

 Research teams themselves have always been regular users of mobile

phones and who are once users of Textese. They undergone the consequences

of Textese on their Language skills; for example, composing most of the school's

works, such as essays, assignments, journals, and then forgetting the proper

spelling, vocabulary, and sentence structure.

The participants were motivated to conduct this research in order to

determine the nature of use and consequences of Textese on learners. In

particular, researchers find that learners ought to be aware of the consequences

of Textese on them in order to prevent these literacy skills problems and be a

responsible client of mobile phones.

Theoretical / Conceptual Framework

This study is based on the principle of Vygotsky's Social Cognitive Theory

(1978) as cited in Wersch (1985) and Lantolf (2000). Vygotsky's Social Cognitive

Theory defines that children are learning to be a social experience centered on

their existing structure. The first component of Vygotsky is the key role of the social

society.

Communication in the growth of cognition (Vygotsky, 1978), as he strongly

claimed that the society plays a leading role in the "making sense" process. The

second element of Vygotsky's theory is the concept that perhaps the potential for

cognitive development relies on the "proximal development zone" (ZPD):

The level of development achieved when adolescents are participating in

social conduct. Total development of the ZPD relies on complete social contact.

The range of capabilities that could be developed through parental supervision or

interpersonal cooperation reaches what could be achieved on its own. Vygotsky's

theory was also an attempt to describe awareness.

As the finished product of social interaction. For starters, in language

development, our first term with friends or parents is for interaction, and once

understood, they become accepted and enable "inner expression." Lantolf (2000)

argues that Vygotsky identifies a major role for what he calls "tools" in human

comprehension about themselves and things affecting them.

According to him, Vygotsky claims that individuals may not act directly on

the surroundings through the use of resources. According to Vygotsky (1978, cited
by Lantolf, 2000), tools are artifacts formed by individuals under specific historical

and cultural conditions and, as such, through individuals. We bear with them the

features of their own society.

The socio-cultural environment provides a child with a variety of tasks and

obstacles and includes the child in his or her world through devices. Advances in

technology and interactive media, including computers and cell phones, have

changed the way people communicate. Shortcuts have been used and understood

to establish fast and efficient communication.

Some also include the use of emoticons, acronyms, minimized

misspelling’s, and the avoidance of formal grammar. Electronic update, text

messaging is the most popular form of communication among adolescents

(Varnhagen et al., 2009). Text messaging has become a social practice between

family, friends and colleagues. In the context of Vygotsky's Social Cognitive

Theory.

Students can pass what they have used and learned in texting to their

academic language. Texting is very common for this generation of technology.

When a child writes and integrates their terminology, Textese may filter over into

their formal writing since it meets the criteria of a written language; codified,

communicative, spelling, repeated visibility, and revisable.

The first independent variable is the Textese of shortenings, contractions,

g-clippings, other clippings, omitted apostrophes, omitted articles, acronyms and

initialisms, symbols and emoticons, homophone letters and numbers, non-

conventional spellings, informal tones and registers, lack of capitalisation, lack of

punctuation. Wood, Kemp, and Waldron (2014) have established a relationship

between the use of textual frequency.

Spelling measures and other academic tasks to assess literacy skills. The

more students use text messaging tools, the less formal and informal English they

can separate (O'Connor, 2005). The second regression coefficient is Textese

statements, composed of positive and negative effects on learners. This is

supported by the Tayebinik and Putehb studies (2012).

Showed that the participants testified to the use of text messages and

verified their harmful effect on their language skills. This study clarified that users

of Textese had destructive effects on their English language proficiency.

Dependent variables are the level of use and the impact on learners. All

characteristics and comments on Textese.

Important for the learner's level of use and its effect on them. When

evaluating the degree to which the traits of Textese are used, accompanied when

positive and negative comments, the researchers will know how the Textese

influenced the learner.

 For a clearer view of the analysis, the following page shows the figure 1.

Showing the schematic diagram of the dependent and independent variable

of the test.

Schematic Presentation

Independent Variable Dependent Variables

TEXTESE

 Characteristics Extent of Usage

 Statements
Effects to Learners

Figure 1. Conceptual model showing the relationship of the variables

This figure shows the hypothesized relation between variables of the Textese to

its extent of usage and effects to learners.

Statement of the Problem

The study aimed to determine the extent of usage and effects to learners of

Textese among the senior high school students of Southern Philippines College.

The study answered the following questions:

1. What is the demographics of the respondents in regarding of:

1.1 age;

1.2 grade level;

1.3 senior high strand;

1.4 sex;

1.5 number of years using a cellular phone;

1.6 average hours of texting, and

1.7 number of text per day

2. What is the extent of the use of Textese among the respondents?

3. How does Textese affect the learners?

4. Is there a significant difference on the extent of Textese when

respondents was grouped according to:

4.1 age;

4.2 grade level;

4.3 strand;

4.4 sex
4.5 number of years in using a cellular phone;

4.6 number of hours texting per day, and

4.7 number of text messages sent per day

5. Is there a significant difference on the perception of the respondents on

the effects of Textese when respondents was grouped according to:

5.1 age;

5.2 grade level;

5.3 strand;

5.4 sex;

5.5 number of years in using a cellular phone;

5.6 number of hours texting per day, and

5.7 number of text messages sent per day

6. Is there a relationship between the extent of Textese and the perception

that Textese affects the learners?

Hypotheses

The null hypotheses stated below will be tested at .05 level of significance:

Ho1: There is no significant difference in the usage and effects of Textese

to the learners when the respondents grouped according to the given

demographics.

Ho2: There is no relationship between the extent of Textese and the

perception that Textese affects the learners.

The Significance of the Study

The study would render valuable benefits to all individuals in the educative

process. Precisely, this study will be beneficial to the following:

Students. They are the first beneficiary of this research for they will learn

the extent of usage and effects to the learners of Textese. Also, with this research,

it will help them to become responsible cell phone users.

Teachers. They will also benefit for they will be aware in the state of their

students and they can lead them to be a responsible cell phone user.

Parents. They will also benefit for they will be aware in the state of their

children and they can guide them to be a responsible cell phone user.

Administration. They will also benefit for they will have a guide for cell

phone using management inside the classes.

 School. The school will also benefit for they will have a study about the

extent of usage and effects to the learners of Textese and help their students to

become a responsible cell phone user.

Community. They will also benefit for they will have information about the

extent of usage and effects to the learners of Textese.

Future Researchers. They will also benefit from this research paper may

serve a reference to their study.

Scope and Limitations of the Study

The study was conducted to determine the extent of usage and effects to

learners of Textese in Southern Philippines College. The targets of the researchers

in this study were the Senior High School students, on how much they use Textese

and how it affects them as a learner. The researchers limited the respondents into

five (5) strands of Senior High School – Main Campus namely; Criminology,

HRTM, Information Technology, Bachelor of Science in Secondary Education,

Bachelor of Science in Secondary Education, Maritime, Business Administration.

Definition of Terms

Acronyms. This term refers to an abbreviation formed from the initial letters

of other words and pronounced as a word.

Cellular Phone. This term refers to a wireless telephone that has other

functions, like text messaging or internet access.

Clippings. This term refers to a small piece trimmed from something.

Code-switch. The use of more than one language, variety, or style by a

speaker within an utterance or discourse, or between different interlocutors or

situations.

English. The universal language. English language, literature or

composition when a subject of study.

Emoticons. This term refers to a picture of a facial expression such as :*

(representing a kiss), formed by numerous combinations of keyboard symbols and

used in electronic communications to transport the writer’s feelings or emotion.

Grammar. This term refers to the whole system and structure of a language

or of languages in general, usually taken as consisting of syntax and morphology

(including inflections) and sometimes also phonology and semantics.

Homophones. Set of symbols denoting the same sound or group of

sounds.

Language. The method of human communication, either spoken or written,

consisting of the use of words in a structured and conventional way.

Literacy. The ability to read, speak and write.

 Orthographic. The representation of the sounds of a language by written

or printed symbols.

Phonological. A science of speech sounds including especially the history

and theory of sound changes a language or in two or more related languages.

Slang. An informal nonstandard vocabulary composed typically of coinages

arbitrarily changed words, and extravagant, forced, or facetious figures of speech.

Text message. An automatic communication sent and received by cellular

phone.

Textese. The language used in text messages, characterized by the use of

abbreviations, single letters, and symbols.