An investigation of the relationship between english texting proficiency and spelling competency : a case of grade 10 learners at Mafolofolo High School in Limpopo Province, South Africa

Abstract

The purpose of the study was to investigate the relationship between English texting proficiency and spelling competency. In line with the assumed positivist stance, a quantitative approach was adopted for the investigation. A quasi-experiment research design was used to determine how the independent variable (texting proficiency) exerted influence on the dependent variable (spelling competency). A purposive sampling technique was employed to sample 92 Grade 10 learners to participate in the study. A preliminary questionnaire was administered to solicit information about the learners’ cell phone ownership and text messaging behaviour and tendencies. The gathered information was used to further demarcate the sample into Experiment and Control groups. The Experiment group comprised learners who owned a smart phone and participated in text messaging, while learners who did not own a cell phone and were not actively involved in text messaging were assigned to the Control group. A translation task, a textism reading task, a dictation exercise, and a creative writing test were administered as data collection strategies for the study. The sets of qualitative data collected through the four data collection instruments were analysed separately using checklists outlining specific criteria applied as measures of the participants’ levels of spelling proficiency. The results of the study revealed an existence of positive relationship between textism proficiency and spelling competency. Participants who were exposed to text messaging emerged as better spellers than respondents with restricted exposure to and activity in text messaging. Furthermore, female participants were proven to be more spelling-savvy than their male counterparts. The study recommends a perceptual shift in terms of how text messaging is regarded, in order to facilitate its acknowledgement and appreciation as a vital facilitative tool in formal language teaching and learning