Text-Speak Its Influence on the English Spelling Skills

This study aimed to determine the perceived influence of texting on the English spelling skills of the Teacher Education students of the West Visayas State University – Janiuay Campus (WVSU- JC). It likewise aimed to determine the significant differences on the influence of texting on the English spelling skills of the students when they were grouped as to sex, course and year level and to ascertain the significant relationship between the students’ perceived influence of texting and their performance in English spelling. This study utilized the descriptive method in describing how texting or text messaging influenced the English spelling ability of WVSU-JC Teacher Education students. Two hundred five (205) randomly selected Teacher Education students were utilized as respondents of the study. Researcher- made instruments such as English spelling test and a questionnaire checklist that described the influence of texting on the English spelling skills of the students were used to gather data. Means and standard deviation were used to describe the influence of texting on the English spelling skills of the students. The t-test and ANOVA were used to assess the significant differences on the influence of texting on the respondents’ English spelling skills and Pearson’s-r correlation was used to test the significant relationship between the students’ perceived influence of texting and their performance in English spelling. Results revealed that there was no significant relationship between the Teacher Education students’ perceived influence of texting and performance on their English spelling test and that texting moderately influence the English spelling skills of the Teacher Education students when the respondents were taken as an entire group and as to sex, course and year level. The English spelling skills of the Teacher Education students were good when the respondents were taken as an entire group and when the respondents were grouped as to sex, course and year level. The t-test results revealed no significant difference on the influence of texting on the English spelling skills of Teacher Education students when they were grouped as to sex and course; however, when they were grouped as to year level, there was a significant difference on the English spelling skills of the respondents. Pearson’s-r correlation results showed that there was no significant relationship between the Teacher Education students’ perceived influence of texting and performance on their English spelling test.

Keywords: Texting, Influence, English Spelling, Skills