TEXTING, INSTANT MESSAGING, AND THE SOCIALIMPACTRodger HurstThe English language has evolved in many different ways and formsover the years. As language has changed and evolved, influenceshave been taken in from many distinctive areas of the time periods. Theseareas affect the way language is spoken, its pronunciation, the spelling,and even how it is written. Even now, in this time and age, language is stillchanging and being influenced. One major factor that influences languageis technology. Human beings live in a techno-centric world wheretechnology has invaded nearly every aspect of living. Without technology,tasks that could be done in a matter of minutes would take days andsometimes even months to complete.Two areas of technology that have almost taken over the world arecell-phones and instant messaging applications. Nearly everyone over theage of eight years old has a cell phone and access to a computer withconnection to the internet. People, especially the young adults of today,are becoming captivated and preoccupied with these two developments.One can find many young adults on their cell phones texting nearlyeverywhere one turns. Some become so excellent at texting that they canbe found pushing the keys of their phones through their pockets, purses,and jackets without having to look at the phone at all. While texting, theyare, at the same time, able to maintain eye contact with their teachers, thusfooling the teacher into thinking that the students are still paying attentionto the lecture. Instant messaging is another popular application that hascaptured the attention of young people worldwide. With such easy accessto the internet everywhere, students, more often than not, can be found ontheir computers typing instant messages to friends, ignoring their schoolwork.Texting and instant messaging has become so socially preferred, thatusers have created their own terminology and codes with which tocommunicate with each other. Because of this ―new‖ terminology andcodes, the English language has been modified and influenced to nowinclude shortened or abbreviated words along with emoticons to representwords that were once spelled out fully. Technology is changing languageand making it more inferior.BACKGROUNDInstant messaging and text messaging are very recent technologicaldevelopments which have changed the way a huge portion of the humanrace communicates. Instant messaging (IM) came about after the internet252 FAUX JOURNAL — SPRING 2010 · 1The Englishlanguage has beenmodified andinfluenced to nowinclude shortenedor abbreviatedwords.
Teenagers arelosingopportunities todevelop skills thatwere standard fortheir progenitors.revolution, starting in the early 2000’s. It is a text-based method ofcommunication that is sent through the internet instantly. There are anumber of companies that support successful instant messaging software,including AOL, Microsoft, Skype, and Yahoo. At first, there were only aselect few companies that distributed instant messaging programs, butinstant messaging, or chat, is now just about a standard fixture in anynetworking software or website (Instant Messaging). The standardkeyboard is the user’s interface with the software. Text messaging is also arelatively new technology. It is very similar to instant messaging; only themedium used for communication through cellular phones. Text messagescan be written on the standard 10-key pad provided on cell phones and aregenerally a maximum of 160 characters long. Newer phones featureminiaturized standard computer keyboards allowing messages to beprocessed at even greater speeds. The entirety of the messages are writtenand received through cellular devices, though more recently, it has becomepossible to cross the line between messages on phones to messages on theinternet. Both of these innovations have proven extremely useful in recentyears in social aspects, general conveyance of information, and even inbusiness needs. In both methods of communication, the individualscommunicating generally desire to convey as much information with aslittle effort as possible (Text Messaging). Conventional phone speaking isa quick way to communicate, but typing out entire words in texting andinstant messaging can be cumbersome for many. Many people universallyhave devised an abbreviated form of English known as the textinglanguage. Examples of such language include ―lol‖ which stands for―laugh out loud‖, or ―btw‖, which means, ―by the way‖. There arehundreds of such abbreviations and it takes some time to understandexactly what each one means if not familiar with the language. They serveto both compress as much information as possible into the 160-characterlimit, and to make it easier and faster to process and send the messages.These abbreviations have also made their way into instant messagingvernacular. Beyond that, cell-phone users have developed the use of―emoticons‖, which are miniature faces in two or three keyboard symbolsthat are meant to convey emotions. Examples of emoticons are ―:-)‖ forhappiness, ―:-(― for sadness, and even ―:@‖ for anger. The world–teenagers especially—has taken to these highly convenient and easy formsof communication, with billions of texts and instant messages sent everyday.ARGUMENTSGrowing up in a techno-centric world has many advantages andconveniences, but overreliance on these technologies leaves the growinggenerations disadvantaged in many ways. In more ways than one,teenagers are losing opportunities to develop skills that were standard for2 · TEXTING AND THE SOCIAL IMPACT
their progenitors. Texting and instant messaging are technologies that arenegatively impacting teenagers in various educational aspects.Nearly everyone around the world, from the young to the old, is nowable to use a cellular phone and/or an online instant message program. Inthe United States alone, as of December 2009, there were 285.6 millionwireless connection subscribers. Of all of those connections, 1.56 trilliontext messages were sent out in 2009 alone, with 152.7 billion sent monthly(USA Wireless).In a study done by Pew Internet, a research center, many differentstatistics were collected about cell phones that are being used and the waypeople use them today. Of all the different age groups of cell phone users,the young people are the ones that use them the most. Will Lester, a writerfor the Associated Press, said that teenagers are more likely than the oldergeneration to use text messaging (qtd in Shaw, Carlson, and Waxman.) Asection from the Pew Internet website about cell phone ownership statesthat 75% of teens between the ages of twelve and seventeen own a cellphone. Out of the cell phone users, 87% use text messaging at leastoccasionally. Pew Internet also collected facts that apply to people whotext message (see fig.1. and fig.2.)Note: (Summary of Findings, Pew Internet )Number of Text Messages Sent Per Day1000BoysGirlsFig.1.8000Number of Text SentDay v.s. ding to these facts, the girls still ―talk‖ more, even through252 FAUX JOURNAL — SPRING 2010 · 31.56 trillion textmessages weresent out in 2009alone.
70% of teens haveused their phonesfor school relatedreasons.text messaging.Many teens also use texting for school purposes. 70% of teens haveused their phones for school related reasons, 23% of teens text for schoolneeds at least once a day. There have been many studies conducted byPew Internet concerning levels of cell phone tolerability in schools. (seefig.3.-fig.5.).*** Below are charts that shows the number of students who text inschool***Percentage of Students Allowed Cellphone inSchoolDon’t Go to schoolDon’t KnowAllowed all the timeForbidden totallAllowed in school, not in classFig.3.Percentage of Student Who Text In Class40%35%30%25%20%15%10%5%0%Percentage of Student WhoText In ClassEvery DayAt leastOnce a DaySeveralTimes aWeekLess OftenNeverFig. 4Percentage of Students Who Send/ReceiveTexts in Class80%70%60%50%40%Percentage of Students WhoSend/Receive Texts in Class30%20%10%0%School allows cell Phones allowed inphones all the time school, not classPhones notallowed at allFig.5.So even when schools try to establish rules against the use of cellphones in school, the measures are not as effective as they would like.4 · TEXTING AND THE SOCIAL IMPACT
Researchers have noticed that students are stubborn when it comes totheir cell phones; they are very dependent upon them and have difficultygoing anywhere unattached. Out of all the teens who take their phones toschool, 43% say they have texted in class at least one or more times(Mobile Phones). With phones and texting permitted in class, ways tocheat have been made easier and more possible. Some students havetalked back and forth between one another during a test. Others have takenpictures of a page in their textbooks that they need for their test with theircell phone and brought these pages into testing situations for reference.One girl reported using her calculator application on her cell phone whenthere were no calculators allowed for a math test (Cheating With). Thesestudents are often unaware of how much they impact the quality of theireducations when they cheat, in spite of how creative their methods havebecome. Helen Smith and Jim Ridgway from universities in the UK saidthat ―the increased use of assessed coursework, and rapid advances intechnology that have led to information being readily available and notalways traceable to its source.‖ Here they state that technology has madecheating easier due to its ability to expand the availability of informationin many different places. Cheating is not a new thing; students have beendoing it for a long time. With the new forms of technology, a new mediumhas been made available for today’s students to cheat.Along with texting, instant messaging (IM) is becoming a popularnew age tool. There are approximately sixteen million teens using age of Instant Messaging, Daily Use(16 Million Total)60%40%Percentage of InstantMessaging, Daily Use (16 MillionTotal)20%0%At least DailySeveral times a Only Once a DaydayFig.6.252 FAUX JOURNAL — SPRING 2010 · 5Some students havetalked back andforth during a test.
Percentage of Instant Messager, Weekly Use (16Million Total20%15%10%Percentage of Instant Messager,Weekly Use (16 Million Total5%0%3-5 days a weekMore peoplebelieve that thelanguage is takinga turn for the worseand devolvinginstead of evolvingwith change insophistication.1-2 days a weekFig.7.Girls use instant messaging more often than boys. 52% of the girlsinstant message once or more per day. While 45% of boys instant messagedaily.As a result of all the texting and IMing that is going on, language,both spoken and written, is being corrupted slowly. One of the researchershas noted that while communicating with fellow classmates on BYUIdaho’s campus, many words are shortened and abbreviated to makespeech quick and hip. Many people use things like ―OMG (oh my gosh),‖―DL (down low),‖ ―Devo (for devotional),‖ and even ―Luv Ya (for loveyou).‖ Many people have started to change language to adapt to a verychanging and morphing technological world. Where will the language bein twenty years? It is possible that teenagers may find themselves holdingentire conversations such as the following: ―waz up bff Jill? can u cometonit? k c u later, luv ya!‖ We are being forced to fight for education andtake a stance for our language and how we speak it. It is critical thatmeasures are taken to controvert the invasion of degenerate elements intothe English language.Many teachers and professors are complaining that they are findingmore of the texting and IM vocabulary in formal papers and essays(Barranco). As a result, more people believe that the language is taking aturn for the worse and devolving instead of evolving with change insophistication. A pattern seems to be emerging of a new language amongthe very young who are growing up in this new world of technology.These teens are growing up alongside the development of new cell phones,faster internet access and a whole plethora of new vocabulary to learn.With all the cool new words to incorporate into their lives, teenagers findit cumbersome to use conventional words in their papers and essays.Instead to them, using shortened words is a form of being cool andrebellious. Although this new generation is writing more online, outside ofschool, a very small group of these students views their electronic6 · TEXTING AND THE SOCIAL IMPACT
messages as writing. Kristy Roschke of Arizona State University, quotingPew Internet Research, says that in school papers and writings, 50% of theteens do not use proper capitalization and punctuations, 38% have actuallyused the shortened word ―LOL,‖ and 25% had used emoticons (Roschke).It has become second nature for teenagers to fall back on the textinglanguage, and that tendency crosses over into their school work. Roschkegoes on to say that the vocabulary formed from texting and IMing wereinvented out of necessity instead of laziness. Because of the limitedamount of character space allowed in a text message, words are shortenedto leave more space for other important words. According to Wikipedia,the purpose of the new language is to ―convey a comprehensible messagein as few characters as possible‖ (SMS language). Teens with their quickminds and speedy fingers are taking advantage of the new language ofshortened terminology and codes, and forbidding them to use such jargonwould be as possible as making a camel go through the eye of a needle.Teenagers and young adults have come to rely heavily on their cellphones and internet-based forms of communication to interact with oneanother. Disappearing are the days when teenagers actively go out tosocialize, as it is much easier to use texting and instant messaging to sharenews, carry conversations, and spread gossip. These communicativemediums may carry the same messages and convey the same informationas person-to-person interactions might, but how the actual conversationstake place is very different. Habitual users of text-based forms ofcommunications aren’t using their vocal abilities to communicate as often,and therefore are becoming more inept in face-to-face interactions andconversations with not only their peers, but with teachers and employersas well. Rick Pukis, an Associate Professor of Communications at AugustaState University states that ―Text messaging has made us a veryimpersonal society today. They're not communicating [and] not using anyfacial expressions, like smiling so when they get back into a situationwhere they're talking to someone, they don't smile‖ (qtd in Campbell).There is great difficulty in measuring and gauging how exactly one’scommunication skills are impacted by any sort of social or technologicalchange, but researchers, psychologists and educators agree that there aredefinitely detrimental effects resulting from the overuse of thesecommunicatory technologies. Research in communication, as mentionedby Pukis, emphasizes the importance of the use of body language andfacial expressions in interpersonal communications. Teens will interactwith random individuals on a daily basis through school or otherresponsibilities and use those important non-verbal expressions. However,in conversations with close friends or significant others where therelationship is much deeper, much of the time, those expressions are notbeing practiced. Symbols known as emoticons are becoming moreprevalent in taking the place of actual physical and facial expressions.These figures, while clever, are not good practice for teens developing252 FAUX JOURNAL — SPRING 2010 · 7Disappearing arethe days whenteenagers activelygo out to socialize,as it is much easierto use texting andinstant messaging.
social skills. Texting and instant messaging are substituting for thosecritical communications and impacting teens’ ability to practice thoseskills and develop good relationships further on in their lives. Dr. JimmyMyers, director and owner of The Timothy Center, an adolescent andfamily counseling practice, states that it is during late childhood andadolescence that these skills begin to develop, and technological advancesare taking away some of that opportunity to practice (qtd in Chagnon). It isapparent that the substitution of technology in developing communicationskills is not constructive for the teens’ development with respect to socialskills.OPPOSING VIEWPOINTSSome believe that itis good for thestudents to playwith the languagethey are learningabout in schools.Some people think that learning words, spelling them and readingthem is easier when text messaging format is used. BBC News posted astudy that was published by the British Journal of EnvironmentalPsychology, which states that ―Children's use of textisms is not onlypositively associated with word reading ability, but it may be contributingto reading development‖ (Texting Improves). The article also quotes asenior lecturer of Coventry University, who says, ―the more exposure youhave to the written word the more literate you become and we tend to getbetter at things that we do for fun‖ ( Texting improves -Dr. Plester). It hasbeen said that children who use textisms more often are more comfortablewith their writing skills. Steve Volsoo from Shuttlerworth Foundationfound that some researchers say that students that are able to de-code thewords that are used too often through-out texting is a good way to learnbetter ways of reading and writing because the students know what theabbreviations stand for. Some believe that it is good for the students toplay with the language they are learning about in schools. It gives themfreedom of imagination and they get to experience the different wayswords can form and still make sense.Another person who has written an article concerning technology andhow texting and instant messaging has helped is Robert Godwin-Jones hisarticle is entitled, ―Emerging Technologies: Messaging, Gaming, Peer-toPeer Sharing: Language Learning Strategies & Tools for the MillennialGeneration.‖ As you can see from his title he supports this new millennialgeneration and the way they have adapted to computers, gaming andtexting. One point that he makes is that through computers and cell phonesthese skills are developed, ―computer literacy, communicative skills,community building identity creation (avatars in games/chat), andcollaborative learning (networking to develop game playing strategies).‖So Godwin-Jones feels that through chatting, texting and gaming, allpeople increase their communication skills and community building. Oneof the researchers has seen how typing on chat has helped with their typingskills dramatically as well as being able to converse with multiple8 · TEXTING AND THE SOCIAL IMPACT
personalities, cultures and ages. Godwin-Jones goes on to address howlanguage and pen pal skills have been used and shared for a long time. Hefeels that texting and instant messaging are just like old pen palrelationships. What has changed is that with email, instead of letters, andinstant messaging instead of notes, we have sped up the time that wewould usually wait for a response to someone. We have been able tocommunicate on a quicker level and that has been the only thing that haschanged. The one thing that he does not include in this observation is thatlanguage itself has changed along with the speed of technology.Some schools are starting to integrate technology more into theirclassrooms because the teachers see how much this generation depends onit. The International Reading Association has recently done a study onthis; their study is called ―New Directions in Research EnhancingAdolescent Literacy Achievement through Integration of Technology inthe Classroom.‖ Because there are so many illiterate children in the UnitedStates they want to try anything and everything to get the children to startto read, to start using technology to learn, and to pick up the EnglishLanguage. At The University of California, San Diego, professors havestarted to incorporate technology more into their classrooms because theyfeel the students will expect it. So, the professors are doing their classlectures over podcasts, and using instant messaging for help in classes andhelp with other University questions. So as we have seen many people aretrying to incorporate more of the technologies of today into the classroombecause they don’t see a way to get around them, they see the benefits ofkeeping them in the lives of the students. Researchers feel that textinghelps with literacy and pronunciation. Teachers are trying to give leewayto banning cell phones from class rooms. They recognize this new form ofcommunication and want it to take root around the sphere. They think thatif they were to let the students have their fun with it, then in time thesituation will get better in classrooms by itself. The role of teachers hasn’tchanged they are still correcting slag, grammar and punctuation like italways will need to be (Volsoo, 2009).Some feel that there is nothing wrong with the texting evolution thatis taking place all over the world. They feel that texting is not to blame forstudent’s lack of language skills. Overall there are many that think thattechnology, texting, and instant messaging has influenced this generationin a good way. They feel that language has become easier to learn becauseof it.CONCLUSIONAlmost every technological development in the world has done somemanner of good in one form or another. Communication technologies areno exception. However, it is critical that with these technologicaldevelopments, everyone take measures to ensure that all are not negatively252 FAUX JOURNAL — SPRING 2010 · 9
impacted or handicapped by them. Texting and instant messaging haveintroduced new problems into the communicative and educational abilitiesof teenagers in the past decade or so, but once again, if preventivemeasures are taken to avoid permanent damage, then the human race cando nothing but reap the benefits of their creations. Simply, our educationsystem needs to take a more proactive stance against texting in schoolsand the educational impact it has. There needs to be more specificaddressing of the textual problems that show up in papers and otherassignments. If it is made clear to students that this is unacceptable inschool and in the working world, then like any other educational problemwe have faced, it will be minimized and our students will be successful.Parents also must play a proactive role in addressing these issues in schooland in general. They, as the enablers of cell phone use, must be constantlymonitoring their children’s cell use and deter them from addictive texting.The parents must take measures to ensure that their teens are able tocommunicate with as many people face-to-face as possible. These years oftheir lives are critical for their social development, and they must haveopportunities to practice. They should be encouraging interpersonalinteractions with their peers as well, in any way they can. Once again, likewith many things, it belongs to the parents to ensure proper use of theirchildren’s technologies. These problems are possible to overcome. Ourgeneration creates new technologies to tame our changing world, and wecan and must adapt to the changes that result from our race’sadvancements.WORKS CITED1Anonymous. ―National Healthy Marriage Resource Center; Whether It's Texting, Chatting, or Face-to-Face:Communication Remains Essential to Healthy Relationships and Marriages‖Entertainment Business Newsweekly 4Apr. 2010: 85. Print.2Anonymous (Steve Inskeep (host)) ―Professor Encourages Texting in Class‖ Morning Edition 27 Apr. 2010: n/a.Talk Show.3Barranco, Timothy. A Way With Word, or Away With Words. Effect of Texting and IMing on Language.‖ The Johnand Freida Arak Anthology. 16. Web. 1 Jun. 2010.4Betty J. Sternberg, Karen A. Kaplan, Jennifer E. Borck.5Campbell, Ashley. ―GQ: Do text messaging and emails hurt interpersonal communication skills?‖ nbcaugusta.com.NBC, 28 Jul 2008. 3 Jun. 2010.6Chagnon, Pete. ―Texting undermines teens' communication skills.‖ onenewsnow.com. Onenewsnow. 24 Sep 2009. 3Jun. 2010.7―Cheating With Cell Phone.‖ Chapter 4: How Parents and Schools Regulate Teens Mobile Phone. PewInternet.org.Pew Internet. n.d. Web. 25 May 2010.8Dolliver, Mark. ―The Age of Teen Texting‖ Media Week 26 Apr. 2010, Vol. 20 Issue 17: p22-22. Print.9Fig.1. Number of Text Messages Sent Per Day from Summary of Findings. PewInternet.Org. Pew Internet. n.d.Chart. Web. 25 May 2010.10Fig.2. Number of Text Sent Day v.s. Month from Summary of Findings. PewInternet.Org. Pew Internet. n.d. Chart.Web. 25 May 2010.11Fig.3. Percentage of Students Allowed Cellphone in School from Mobile Phones and School. Chapter Four: Howparents and schools regulate teens’ mobile phones. PewInternet.Org. Pew Internet. n.d. Chart. Web. 25 May 2010.12Fig.4. Percentage of Student Who Text In Class from Mobile Phones and School. Chapter Four: How parents andschools regulate teens’ mobile phones. PewInternet.Org. Pew Internet. n.d. Chart. Web. 25 May 2010.10 · TEXTING AND THE SOCIAL IMPACT
13Fig.5. Percentage of Students Who Send/Receive Texts in Class from Mobile Phones and School. Chapter Four:How parents and schools regulate teens’ mobile phones. PewInternet.Org. Pew Internet. n.d. Chart. Web. 25 May2010.14Fig.6. Percentage of Instant Messaging, Daily Use (16 Million Total) from Part 4: Communication, Tools, andTeens. PewInternet.org. Pew Internet. n.d. Chart. Web. 25 May 2010.15Fig.7. Percentage of Instant Messaging, Weekly Use (16 Million Total) from Part 4: Communication, Tools, andTeens. PewInternet.org. Pew Internet. n.d. Chart. Web. 25 May 2010.16―Instant Messaging.‖ wiki.networkdictionary.com. n.p. n.d. Web. 5 Jun. 2010.17Kaveri Subrahmanyam. ―Online Communication and Adolescent Relationships‖ The Future of Children. Vol. 18,No. 1, Children and Electronic Media 2008: pp. 119-146. Print.18Godwin-Jones Robert, ―Emerging Technologies: Messaging, Gaming, Peer-to-Peer Sharing: Language LearningStrategies & Tools for the Millennial Generation.‖ 2010 Questia Media America. questia.com. web. June 201019―Mobile Phones and School.‖ Chapter Four: How parents and schools regulate teens’ mobile phones.PewInternet.Org. Pew Internet. n.d. Web. 25 May 2010.20Mindlin, Alex. ―For Teenagers Messaging on the Go‖ New York Times, February 22, 2010: p2. Print.21Mindlin, Alex. ―Sending a Message Again and Again‖ New York Times 9 Nov. 2009: p3. Print.22Roschke, Kirsty. ―The Text Generation: Is English the Next Dead Language?‖ Arizona State University. 2 July 2008.Web. 1 Jun. 2010.23Smith, Helen & Ridgeway, Jim. Why Students Cheat. Northumbria University, UK, and University of Durham, UK.Web. 1 Jun. 2010.24Shaw, D, Carlson, C. and Waxman, M. "An Exploratory Investigation into the Relationship Between TextMessaging and Spelling. " New England Reading Association Journal 43.1 (2007): 57-64. ProQuest EducationJournals, ProQuest. Web. 1 Jun. 2010.25―SMS Language.‖ wikipedia.org. Wikipedia Encyclopedia. n.d. Web. 1 Jun. 2010.26―Texting Improves Language Skill.‖ News.bbc.co.uk. BBC News. 25 Feb 2009. Web. 25 May 2010.27―Texting Women more Expressive‖ USA Today Magazine Jul2009, Vol. 138 Issue 2770, p8-8. Print.28―Text messaging.‖ wikipedia.org. Wikipedia Encyclopedia. Web. 5 Jun. 2010.29―US Wireless Quick Facts.‖ CTIA.org. CTIA Media. n.d. 23 May 2010.30Volsoo, Steve. ―The effects of texting on literacy: Modern source or opportunity?‖ Shuttleworth Foundation,(stevevosoo@shuttleworthfoundation.org) April 2009. Print252 FAUX JOURNAL — SPRING 2010 · 1 1
number of companies that support successful instant messaging software, including AOL, Microsoft, Skype, and Yahoo. At first, there were only a select few companies that distributed instant messaging programs, but instant messaging, or chat, is now just about a standard fixture in any relatively new technology.
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A.R. Paterson, A First Course in Fluid Dynamics, Cambridge University Press. (The recommended text to complement this course - costs ˇ 50 from Amazon; there are 6 copies in Queen’s building Library and 3 copies in the Physics Library) 2. D.J. Acheson, Elementary Fluid Dynamics. Oxford University Press 3. L.D. Landau and E.M. Lifshitz, Fluid Mechanics. Butterworth Heinemann Films There is a .