College Teachers' Perceptions of Text Messaging, Text Speak, and Students' Academic Writing

Text messaging has become a prevalent form of communication. There is a lack of research examining the perceptions of community college English teachers regarding text messaging, text speak, and their influence on students' academic writing. The purpose of this qualitative, collective case study was to understand community college English composition teacher perceptions of the relationship between text messaging, text speak, and students' academic writing. Constructivism, connectionism, and language acquisition theories formed the foundation for the research question. Data were collected from 11 faculty members of a community college English department through one-on-one, in-person interviews, artifacts, and observations recorded during interviews. Each interview was transcribed and member checked. Data were analyzed using descriptive triangulation and open and axial coding. Analysis revealed text speak is indeed appearing in students' writing, and most participants believe it is a result of students' familiarity with their own writing and ever increasing comfort with and reliance on technology. They also consider text speak inappropriate in academic writing and include content lessons to try to help students understand why. Implications for positive social change include recognizing that students are developing a new literacy and the need to teach students how to use that literacy to help them succeed. Teachers could factor this new literacy into content lessons and course delivery in order to reinforce writing skills reflective of standard English.