Decoding The Controversy: An Investigation Into The Impact Of Frequent Texting Language Use On Undergraduate Students' Academic Writing

This study aims to explore the potential relationship between the prevalence of mobile phone text messaging (SMS) and the use of abbreviations in academic writing among students at a Nigerian University. Our investigation examines the hypothesis that the surge in SMS abbreviations in academic writing may not solely be linked to an increase in the students' use of abbreviations. Factors such as the context of the writing and the mental state of the students could also impact their decision to employ abbreviations. To gather data, a questionnaire-based survey was conducted with 62 students in 2015, probing their adoption of texting language and its influence on their written assignments. Furthermore, document analysis was carried out on 72 notebooks, 126 written tasks, and 85 examination scripts provided by the students' professor for validation and deeper insights. The hypothesis posited that the influence of texting on students' writing may not have a significant negative impact, and if present, it would be minimal. The results from the analysis revealed that while students were more inclined to use texting language for note-taking purposes, a substantial proportion utilized abbreviations in their assignments compared to examination scripts. This indicates that students demonstrated an awareness of the formal requirements associated with examinations and adjusted their writing style accordingly. The findings suggest that students integrated SMS abbreviations into their notes, written tasks, and exam scripts. However, it was observed that the abbreviations used in the written assignments predominantly comprised standard abbreviations widely accepted in dictionaries and within the realm of linguistics, the student's area of expertise. This research provides valuable insights into the complex dynamics between technology, language, and culture, contributing to a deeper understanding of the influence of texting language on academic writing in the context of Nigerian university students