Spelling Proficiency in Relation to Mobile Usage Frequency 1

HOLY ANGEL UNIVERSITY

SPELLING PROFICIENCY IN RELATION TO MOBILE USAGE FREQUENCY

Graduate School of Education

Master of Arts in English Language and Literature Teaching

A Partial Requirement in
Statistics in Research

Prepared By:
Mariella T. Fedeles

Prepared for:
Dr. Steven Caraan

September 2018

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INTRODUCTION

Background of the Study

Attributable to modernization and technological advancements, many new

gadgets are created and introduced to people. These devices are in a way very much

helpful to individuals to make life easier and faster. Cell phones are part of technological

advancement and play a big part in communication.

Among the Asian countries, Philippines has the largest population of cell phone

users who use text messaging as a means of communication. Not less than the average of

20 text messages is being sent daily by a subscriber. Because of this, Philippines has been

considered as “The Texting Capital of the World”. In 2007, 42.70 million people who are

users of cell phone consider text messaging as a cheap and reliable alternative means of

communication (Tuazon, 2012).

The last decade has seen a massive and rapid increase of short message service

(SMS) text messaging among the younger generations due to increased ownership of

mobile phones and personal computers, even by school-aged children (Arellano and

Gemora, 2015). Students are nearly inseparable from their mobile phones, not because

they are constantly talking, but because they are connecting with their friends through

text messaging. SMS is probably the most used feature on their phones because it allows

them to plan out and revise the message in a way they cannot do during a phone call.

As texting becomes popular, people are being frequent texters and because of this,

they start to develop their texting practices. This involves the time they spent on texting,

how fast they text, and how their texts are written (Muhammad, 2011). Since young

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people are increasing the time they spend communicating through text messaging, they

obviously are engaging in more texting practices, such as using abbreviations, intentional

shortening of words and misspellings, eliminating punctuation and omitting blank spaces,

among other violations of common spelling.

With the ever increasing use of text messaging among students, especially

teenagers, there has been a growing concern among educators, parents, researchers and

general public that this practice is damaging the use of language in speaking and writing

and will affect the standard forms in the long run. People have become frequent texters

which became a reason for them to develop a new lingo. A language called text speaks,

textism or cyber slang has emerged which involves texting using abbreviation and

symbols instead of correct spelling to shorten the length of time it takes to write a

sentence without diluting its meaning (Tomaszewski, 2011). In such language, standard

spelling conventions and grammar rules are often disregarded and the use of textisms is

prevalent. It is accepted whether they use incorrect spellings of word to facilitate faster

communication, shortened spelling of words were invented.

Nowadays, with the evolution smartphones and iPhones, there is no limit to the

amount of text we can input into a message. Also mobile phones now contain autocorrect,

which automatically corrects the spelling of a word spelling. Thus textisms are less

frequently used as messages and they are now largely made up of full words and

sentences.

However, some have argued that textisms have been seen to venture beyond the

technological devices of the students and have become frequently used within their

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everyday language. Mphahlele and Mashmaite (2005) found that students fail to

distinguish contexts in which text language is acceptable. As texting is used by many on a

day to day basis, this has become a linguistic norm for the younger generations. This may

lead to it appearing in their schoolwork. Perhaps, one of the biggest problems of the

students is that they fail to distinguish the times when they need to write formally or not.

A study by Pew Internet & American Life Project found that nearly two-thirds of

seven hundred students surveyed said their e-communication style sometimes bled into

school assignments” (Lewin, 2008) and “about half said they sometimes omitted proper

punctuation and capitalized in school work” (Lewin, 2008).

Knowledge in linguistics, specifically spelling, is important, for teenagers are just

beginners in language learning, some worry that correct spelling is losing importance

(Deseret news, 2006). Spelling is important in formal transactions such as school works

and future business. Furthermore, if they allow people to misspell words, pretty soon,

people will not care about the correct spelling of name in our passport, contracts,

diplomas and other important documents (Yanzon, 2005).

As regards to the wide spread use of phones, Crystal (2004), stated that “text-

messaging is often cited as a particular problem. Children of the future will no longer be

able to spell, it is said.” Technological devices such as mobile phones have autocorrect

built into them therefore they do not have to spell for themselves.

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Literature Review

Described as a hybrid of spoken and written English (Plester & Wood, 2009), text

speak or textese is a largely phonological (sound-based) form of spelling that can reduce

the time and cost of text-messaging (Leung, 2007). Common abbreviations, or textisms,

include letter homophones (such as c for see), number homophones (2day for today), and

phonological contractions (txt for text) (Plester, Wood, & Joshi, 2009). The extent to

which textisms are used seems to vary with age group which consists mostly of

teenagers, aging from thirteen to nineteen of the nature of the text-message.

According to an article entitled “Writing Process" of Bernadette Erwin (2013), in

order to explore the spelling of a word, a person will undergo stages. The first stage is the

"early phonetic stage". Just like in children, we use letters to represent some sounds in

words. Second stage is “letter name", we are able to match written letters to the

appropriate sounds, but is diverted to conventional English spelling. Third is

"transitional", we are already becoming aware of most spelling sounds. However in

Bernadette Erwin's stages of learning spelling, it is normal for person to invent spellings.

In classroom practices, most children are becoming aware of the alphabet and how a

sound accompanies each letter. The teacher stretches the sound of each letter for the

children to identify the spelling. For students who are English language learners, this

practice is important as a help with their writing.

In addition, Dr. Mel Levine stated in his book, A Mind at a Time (2002), that

“Writing is one of the largest orchestras a kid’s mind has to conduct.” Spelling, or

orthography, is a neurologically demanding sub-skill of writing, involving a range of

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linguistic skills. Spelling proficiency requires the acquisition of phonological knowledge,

morphological awareness, and orthographic rules. So, in order to spell, we need to have

control over the sounds and structure of a language and its spelling system.

There is a long history of trying to correct and change the illogical system of

English spelling. Shea (2010) in her article "The Keypad Solution" mentioned that

Benjamin Franklin, Andrew Carnegie and President Theodore Roosevelt tried to fix the

issue of spelling change. Now, the widespread change in how people spell English words

appears to have come from a large group of young people sending text messages.

In one study, Crystal (2008) stated that texters are prone to ignore spellings, either

intentionally or reflexively. The accepted credence is that texting has developed as a

twenty-first-century trend as a highly idiosyncratic vivid style, full of contractions and

out of the ordinary uses of language, used by an immature generation that doesn't worry

about standards.

Moreover, Dixon and Kaminska (2007) suggest that when using text language or

‟textisms‟ children revert to a phonetic language. Likewise, Berman (2006) underscores

that the proliferation of SMS language has been belittled for causing the deterioration of

English language proficiency and its rich heritage. Opponents of SMS language feel that

it undermines the properties of the English language that have lasted throughout its long

history.

In addition, words within the textese that are very similar to their English-

language counterparts can be confused by young users as the actual English spelling and

can therefore increase the prevalence of spelling mistakes. According to Lanchantin et

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al.(2012), the distinction between oral and written forms of communication has become

vaguer due to digital writing bringing together some of the characteristics of oral and

written forms. This suggests that perhaps the act of using textisms to shorten

communication words leads young adults to produce more informal writing, which may

then help them to be better "informal" writers.

Likewise, most students rely much on the use of SMS language to convey a

comprehensible message using the fewest number of characters possible. This is perhaps

due to two reasons: one, telecommunication companies limit the number of characters per

SMS, and also charged the user per SMS sent. To keep expenditures down, they have to

find a way of being brief while still sharing the desired message. Two, typing on a phone

is on the whole slower than with a keyboard, and capitalization is even slower

(Wikipedia). As outcome, punctuation, grammar, and capitalization are principally

ignored. Hence, SMS language is still widely used for brevity.

Bernard (2008) found that some teachers are not banning mobile phones from the

classroom, as they believe it allows for more opportunities. If the increased use of texting

is detrimental to the English Language and is also harming the grades of the students,

then why are some teachers encouraging the use of mobile phones within the classroom?

Evidently this is going to be harmful to the education of students. It will not only cause

distractions, but also lead to text language becoming even more frequently used within

the school environment.

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Statement of the Problem

This study aims to distinguish the correlation between mobile usage frequency

and spelling proficiency of the students. Specifically, this study aims to answer the

following questions:

1. How can the respondents be described in the terms of

1.1 Sex

1.2 Age

1.3 Frequency mobile usage

1.4 Spelling Proficiency Test Score

2. Is there a significant relationship between the mobile usage frequency and

spelling proficiency?

3. What are the implications of the findings of the study to the society?

Hypothesis

In line with the presented sub-problems the null hypothesis tested in this study is

stated as:

1. There is no significant relationship between mobile usage and spelling

proficiency of the students.

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Significance of the Study

To the community and society, it will create awareness among individuals about

how frequency of mobile usage can relate to their spelling proficiency. Being aware of

this, it will help them propel their knowledge on the necessary action they should make.

In addition, being provided with these information individuals will be able to monitor and

limit their mobile usage.

To the academe, it will provide administrative insight as to how text messaging

should be managed by the school on whether it should be encouraged or banned in the

classroom as to help the students to limit their mobile usage and to improve their writing

skills. Through the findings of this research, they will also gain more knowledge and will

be guided as to the noble actions they would take.

To the teachers, it will lead them to a greater understanding that mobile usage

frequency may relate to the development of the students’ spelling proficiency. It will

assist them to create a strategy on how to make texting a practice for students to develop

their spelling. This shall help the teachers to understand how to best sustain the attention

of students on texting efficiently.

To the students, being the direct beneficiary of this study, it will serve as an eye

opener to them in understanding the relationship of their frequent mobile usage to their

spelling proficiency. It will also raise their self-awareness about what they could do to

limit their mobile usage and being cautious when writing academically.

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To future researchers, it will serve as a relevant material for them as it will

provide them with substantial information. It will also be of assistance to them in

generating a more dynamic and meaningful output.

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METHOD

This chapter presents the methodology that the researchers employed in the

present study. Specifically, this chapter discusses the research design, participants,

instrument, data collection, ethical considerations, and data analysis.

Research Design

This study made use of the correlational design in the collection, interpretation

and analysis of data gathered. It determines the relationship between mobile usage

frequency and spelling proficiency of the students.

Participants

The participants of the study consisted of the Grade 12 Senior High School

Students of Pampanga High School. The Slovin’s formula was used to determine the

number of respondents from the participants. Out of 482 students, 219 were chosen as

participants.

Slovin’s formula

n = ___N___

1 + Ne2

Moreover, the respondents were chosen through Probability Random Sampling-

Systematic. They were clustered according to their section and random samples were

from each cluster. Everyone is chosen randomly and entirely by chance, such that each

individual has the same probability of being chosen.

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Instrument

Data needed to answer the research questions were collected through a

questionnaire checklist from the facilitators’ activity survey. The questionnaire was

adapted and modified from Doutriaux, F., & Lepez, R. (1994) Orthographic Level Test.

Paris: Les Editions.

The questionnaire was divided into 3 parts. The first part includes the personal

profile of the respondent. The second part includes questions on the texting

habits/malpractices of the respondents. The third part is a spelling test to measure the

spelling proficiency of the students.

Data Gathering Procedure

The researchers sought permission from concerned authorities prior to the conduct

of the study. Approval from the school administrator and principal were sought. Upon

obtaining approval, data collection began immediately. The data were already available

to the Reading and Writing and Empowerment Technologies facilitators based from the

students’ class performance and raw scores.

After the data collection, statistical analysis was done for organization,

description and interpretation. The results were presented in tables and texts.

Ethical Considerations

The researchers sought permission to the administration to conduct their study

entitled Spelling Proficiency Vis-À-Vis with Mobile Usage Frequency. Also, the

researchers assured the students’ privacy and confidentiality. Their participation will

remain anonymous, voluntary, and confidential.

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Data Analysis

The researchers utilized frequency distribution, percentage, and ranking in

treating the data gathered. It is presented in tabular form to be easily understood. To get

the percentage in the frequency distribution, the given frequency was divided by the total

number of population and the quotient will then be multiplied by 100.

The formula is:

P = F / N x 100%

Where:

P= Percentage

F= Frequency

N= Total number of Respondents

To test the relationship between the identified variables, Pearson Product Moment

Correlation Coefficient was used.

Formula:

𝑛∑𝑥𝑦 − ∑ 𝑥∑ 𝑦
𝑟=
√[𝑛 ∑ 𝑥2 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦2 − (∑ 𝑦)2 ]

Where;
r - the Pearson Product Moment Correlation Coefficient
x, y - scores
n - number of cases

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RESULTS

The presentation, analysis and interpretation of data gathered from the

respondents to answer the problems raised in the study are shown in this section.

1. The Profile of the Respondents

This section shows the profile of the respondents which consists of age,
sex, mobile usage frequency, and spelling proficiency test score.

Figure 1
Age of the Respondents

Figure 1 shows the distribution of the respondents according to their age. Out of

219 respondents, most of them are 18 years old with a frequency of 127 or 58.0 %, 71 or

32.4 % falls under the age of 17 while the remaining 21 or 9.6% consists of 19 year old

respondents.

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Figure 2
Sex of the Respondents

Figure 2 indicates the sex of the respondents. It reveals that the respondents for

this research are mostly female students, which comprise 145 or 66.2% of the total

sample size, and the remaining 74 or 33.8% are male students.

Table 1

Frequency of Mobile Usage

Verbal
Statement Mean
Description
Sends texts messages to greet and say hi to your friends 2.59 Sometimes
Replies instantly when you receive a message 3.25 Often
Uses mobile phone in texting while having face to face
2.49 Sometimes
conversation
Uses mobile phone in texting while you’re in the bathroom 2.76 Sometimes
Uses mobile phone in texting while you’re at the library 2.49 Sometimes
Uses mobile phone in texting during meal time 2.69 Sometimes
Uses mobile phone in texting while doing your homework and
2.94 Sometimes
projects
Uses mobile phone in texting while you’re at place of worship 2.12 Sometimes
Texting while listening to music 3.27 Often
General Mean 2.73 Sometimes

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Table 1 presents the mobile usage and text messaging of the respondents.

Respondents sometimes send texts messages to greet and say hi to their friends, uses

mobile phone in texting while having face to face conversation even at the bathroom,

library, during meal time, doing some homeworks or projects. Furthermore, they often

reply instantly when they receive a message and do texting while listening to music.

With a General mean of 2.73, table 2 further indicates that the respondents

“sometimes” use their mobile phones for texting.

Table 2

Spelling Proficiency Test Scores of the Respondents

Test Score Frequency Percentage

0-15 4 1.8
16-25 31 14.2
26-35 47 21.5
36-50 137 62.5
Total= 219 Total= 100

Table 2 shows the scores of the respondents in the spelling test. Out of 219

respondents 62.5% or 137 them got a score ranging from 36-50, this means that almost

half most of them got a high score. While the one fourth of them, specifically 21.5% or

47 respondents got a score ranging from 26-35. The remaining got a score ranging from

16-25 with total number of the respondents of 14.2% or 31 of them, and the remaining

got a score ranging from 0-15 with the total number of respondents of 1.8% or 4 of them.

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Table 3

Pearson r on the Relationship of Spelling Proficiency and Mobile Usage

Variables N Means SD Df α CV r Decision

Spelling 219 36.5890 9.90158
Proficiency
Score 217 0.05 0.1423 – 0.1808 Reject
Mobile 219 7.4155 4.37737 Ho
Usage Level

Table 3 shows the significant relationship between the Spelling Proficiency scores

and Mobile Usage Level of the respondents. It can be observed that there are 219

responses analysed. Results show a mean for the Spelling proficiency of 36.5890 with a

Standard Deviation of 9.90158, and a mean for the Mobile Usage of 7.4155 with a

Standard Deviation of 4.37737.

At alpha level 0.05, degree of freedom (df) of 217, and a critical value of 0.1423,

the computed r – stat is – 0.1808, indicating that the null hypothesis is rejected. Thus,

there is a significant relationship between the Spelling Proficiency scores and Mobile

Usage level of the respondents.

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Conceptual Framework

The conceptual framework underlying the present study revolves around the

relationship between mobile usage and spelling proficiency among the respondents. A

simplified model is presented in figure 1.

Spelling
Gender Age Frequency Proficiency

Implications
of the Study

Figure 3

Conceptual Framework of the Study

This conceptual framework describes the gender, age, mobile usage frequency,

and spelling proficiency of the respondents. The researchers will identify the relationship

between frequency of mobile usage to spelling proficiency. After determining this, comes

the implication of the study.

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DISCUSSION

This section presents the summary of findings, conclusions derived from the

findings and the significant recommendations.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The respondents were made up of 66.2% female and 33.8% male indicating

that there are more females than males. Also, the age of the respondents

ranges from 17-19 years old wherein 18 is the most dominant age. Moreover,

the researchers found out that the respondents occasionally use their mobile

phones signifying that they did not abuse it to the point of addiction. In

addition, the respondents showed a general mean of 2.73 which fall under

“sometimes”. This means that some students are not really particular kind of

irresponsible when it comes to constructing a word in a sentence and they still

use the Standard English language when sending text messages.

2. Based on the findings of the study, results revealed that students who

moderately use their mobile phones had average spelling test scores while

only few of the students who are frequent texters got above average spelling

scores. This indicates that the mobile usage frequency of a student determines

his/her spelling proficiency. Thus, showing that there is a significant

relationship between frequency of mobile usage and spelling proficiency.

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3. The findings of the study show that the spelling proficiency of the students are

related to their frequency of their mobile usage. If a student is a frequent

mobile user then he/she would likely to develop a texting malpractice such as,

utilization of acronyms, exclamatory spellings of emotions, and of capital

letters and eccentric spelling Through this, he/she have higher chances of

getting a lower spelling proficiency. The results of the study may lead

educators and students toward a greater understanding of how text messaging

volume and the spelling proficiency are related. This perspective could

provide administrative insight as to how text messaging should be managed

and used by and within an educational institution. At the very least, this

synthesis of information and the findings of the research may help direct

future studies on this subject.

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Recommendations

For the academe

They should take advantage of the interest that young people have in the

technology to get them more interested in the writing process. The use of game

playing is a proven method of teaching children to read, spell and count. The

researchers recommend that texting be incorporated in some aspects of school

instruction and use it to develop the literacy of the students especially their

spelling.

For the teachers

It is highly essential for the teachers to give focus on the spelling of the

students, more activities involving reading and writing such as reading of the

selections like paragraphs, poems, and stories; and let the students list down

words that are not yet familiar to them and find the meaning of it. Also, these

findings are encouraging and suggesting that teachers could incorporate

discussions and exercises around text messaging use into their lessons as a fun,

engaging, and comfortable means of exposing students to new spelling

conventions. Most likely, having strict guidance and observation of the teachers

in the written works might help students them overcome the perceived influence

of texting.

For the Students

Students should avoid spending much time in using their cell phone and also be

responsible in using cell phone. They should further engage in comprehensive

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reading. Reading books, magazines, and newspapers or watching educational

programs on television and playing words or memory games in order to

strengthen exposure to English spelling. The researchers also recommend that

students should be more sensitive and aware on the need to avoid textisms in

academic formal writing such as homeworks, essays, examination and so on.

For the Future Researchers

The relationship of Spelling Proficiency, mobile usage and textisms needs to be

studied longitudinally, with a larger number of respondents who should be

observed in an adequate period of time. In addition, they should also look on

other factors that could affect the spelling proficiency. Furthermore, there is a

need to explore this same topic in older populations to see if mobile usage have

a relationship with their spelling proficiency and performance.

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