College students' text messaging,use of textese and literacy skills

In this study, I examined reported frequency of text messaging, use of textese and literacy skills (reading accuracy, spelling and reading fluency) in a sample of American college students. Participants reported using text messaging, social networking sites and textese more often than was reported in previous (2009) research, and their frequency of textese use varied across contexts. Correlational analyses revealed significant, positive relationships between text messaging frequency and literacy skills (spelling and reading fluency), but significant, negative relationships between textese usage in certain contexts (on social networking sites such as MySpace? and Facebook? and in emails to professors) and literacy (reading accuracy). These findings differ from findings reported in recent studies with Australian college students, British schoolchildren and American college students. Explanations for these differences are discussed, and future directions for research are presented.     

‘txtN is ez f u no h2 rd’: the relation between reading ability and text‐messaging behaviour

A study was carried out to explore whether or not there is a relationship between children's reading ability and text‐messaging behaviour. The aims of this study were to compare good and poor readers on their amount of usage of mobile phones, the frequency and type of text devices they used, and the speed at which they could read messages in ‘text’ versus those written in formal English. Ten‐ and 11‐year‐olds completed three assessments: a questionnaire, two writing tasks and a reading task. The results showed that, overall, poor readers spent more minutes per day using their phones. Despite their less frequent use of phones, the good readers used more textisms in their written text message and were faster at reading all the messages.     

The effect of text messaging on 9‐ and 10‐year‐old children's reading,spelling and phonological processing skills

This paper reports on an intervention study that considered the impact of text messaging on 9‐ to 10‐year‐old children's literacy skills. One hundred and fourteen children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions. All children were pre‐ and post‐tested on a range of reading, spelling and phonological awareness measures. Children in the intervention group were given access to a mobile phone (enabled for text messaging only) for weekends and during half‐term break for a 10‐week period. It was found that there were no significant differences between the two groups of children in terms of their literacy attainment during that period. However, within the mobile phone group, there was evidence that use of text abbreviations was positively related to gains in literacy skills. Moreover, after controlling for individual differences in IQ, and the children's performance at pre‐test, textism usage was able to account for a significant amount of variance in post‐test spelling scores. These results show that text messaging does not adversely affect the development of literacy skills within this age group, and that the children's use of textisms when text messaging is positively related to improvement in literacy skills, especially spelling.     

An Analysis of Language in University Students' Text Messages

Concerns over effects of ‘textisms’ on literacy have been reinforced by research identifying processing costs associated with reading textisms. But to what extent do such studies reflect actual textism use? This study examined the textual characteristics of 936 text messages in English (13391 words). Message length, nonstandard spelling, sender and message characteristics and word frequency were analyzed. The data showed that 25% of word content used nonstandard spelling, the most frequently occurring category involving omission of capital letters. Types of nonstandard spelling varied only slightly depending on the purpose of the text message, while the overall proportion of nonstandard spelling did not differ significantly. Less than 0.2% of content was ‘semantically unrecoverable.’ Implications for experimental studies of textisms are discussed.     

Does SMS text messaging help or harm adults' knowledge of standard spelling?

The recent increase in short messaging system (SMS) text messaging, often using abbreviated, non‐conventional ‘textisms’ (e.g. ‘2nite’), in school‐aged children has raised fears of negative consequences of such technology for literacy. The current research used a paradigm developed by Dixon and Kaminska, who showed that exposure to phonetically plausible misspellings (e.g. ‘recieve’) negatively affected subsequent spelling performance, though this was true only with adults, not children. The current research extends this work to directly investigate the effects of exposure to textisms, misspellings and correctly spelled words on adults' spelling. Spelling of a set of key words was assessed both before and after an exposure phase where participants read the same key words, presented either as textisms (e.g. ‘2nite’), correctly spelled (e.g. ‘tonight’) or misspelled (e.g. ‘tonite’) words. Analysis showed that scores decreased from pre‐ to post‐test following exposure to misspellings, whereas performance improved following exposure to correctly spelled words and, interestingly, to textisms. Data suggest that exposure to textisms, unlike misspellings, had a positive effect on adults' spelling. These findings are interpreted in light of other recent research suggesting a positive relationship between texting and some literacy measures in school‐aged children.     

How do skilled and less‐skilled spellers write text messages? A longitudinal study

The link between students' spelling level and their text‐messaging practice gives rise to numerous questions from teachers, parents and the media. A corpus of 4524 text messages produced in daily‐life situations by students in sixth and seventh grade (n = 19, 11–12 years of age) was compiled. None of the participants had ever owned or used a mobile phone before the start of the study; their text messages were collected monthly over the course of a year. The comparison between the group with mobile phones and the control group without mobile phones (n = 30) showed no difference between the level of traditional writing at the beginning of the text‐message collection and during the collection. The results showed that the correlation between the level of traditional spelling and the density of textisms was dependent upon the type of textisms (consistent/breaking with traditional code), the type of spelling (usage‐based/rule‐based), the grades in French class and the duration of text‐messaging practice. On the whole, students who were skilled or less skilled in traditional writing at the beginning of the text‐message collection remained respectively skilled or less skilled throughout the year, despite their text‐messaging use (density and type of textisms). The discussion of this study's academic implications tends towards a complementarity between traditional writing and text messaging.     

Effectiveness of MMORPG‐based instruction in elementary English education in Korea

This study investigated the effectiveness of massive multiplayer online role‐playing game (MMORPG)‐based (massive multiplayer online role‐playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face‐to‐face instruction and the independent variables (gender, prior knowledge, motivation for learning, self‐directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role‐playing games showed higher scores in areas of listening, reading, and writing than those who attended face‐to‐face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills.     

A novel approach for enhancing student reading comprehension and assisting teacher assessment of literacy

For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities for English learners to collaboratively practice reading comprehension are minimal, and due to resource constraints and a lack of accurate evaluation methods, English instructors rarely assess student literacy effectively. In response to these problems, we propose a Tag-based Collaborative reading learning System (TACO) that makes use of Web 2.0 Internet social tagging techniques to provide a collaborative environment for reading English. We test our system’s ability to both improve reading comprehension and aid teachers in accurately assessing literacy by conducting a three-month trial with 56 participating Taiwanese high school students from February to May 2009. During this period, post-testing results show a significant improvement in reading scores among participants in our tag-based system, and survey feedback from teachers suggests an improved capacity for literacy assessment.     

Touch‐typing for better spelling and narrative‐writing skills on the computer

This study investigated the effect of a touch‐typing course on the spelling and narrative‐writing skills on the computer of elementary school students. Data of 207 students in Grades 4, 5, and 6 were analysed using a pretest–posttest design. Students in the experimental group (n = 154) followed a touch‐typing course, and those in the control group (n = 53) did not. The experimental group showed more progress in typing, spelling, and narrative‐writing skills on the computer than the control group. It can be concluded that the touch‐typing course had a positive effect, not only on typing skills but also on spelling and narrative‐writing skills on the computer.     

Gender differences in computerised and conventional educational tests

Abstract Research has demonstrated girls to outperform boys on conventional literacy tests. The present studies concern gender differences on computerised educational tests. Seventy-one children were tested using LASS Secondary and a set of seven conventional measures. No significant gender differences were found on any of the LASS Secondary modules, although females did outperform males on a conventional spelling test. A further 126 pupils were tested on computerised and paper versions of the LASS Secondary reading, spelling and reasoning modules. No gender differences were found on the computerised versions, but there were significant differences on the paper versions of the reading and spelling modules favouring females. In a third study, 45 children were administered computerised and paper versions of the LASS Junior reading and spelling modules. There were no significant differences on the computerised modules, but girls performed significantly higher than boys on the paper version of the spelling module. It is possible that computerised assessment does not detect the established gender effect due to differences between males and females in motivation, computer experience and competitiveness. Further large-scale studies are necessary to confirm these findings.     

Tele‐Cocooning: Mobile Texting and Social Scope

The present study examines the tele‐cocooning hypothesis in the context of general trust using a nationally representative survey of Japanese youth. We find that although frequency of texting is positively correlated with general trust, this correlation is spuriously caused by how heavy mobile texters interpret the words “most people” in the general trust measurement. Heavy users assume that “most people” only refers to friends, family, and others going to the same school. When the effect of the “most people” assumption is controlled, the positive association between texting and general trust disappears. Further exploration of the data shows that heavy texting nevertheless has negative implications for social tolerance and social caution, both of which are theoretically proximate to general trust.     

Texting,sexting, and attachment in college students’ romantic relationships

In this study, we explored how texting and sexting practices are related to attachment in college students’ (n = 744) committed romantic relationships. Participants completed a survey containing questions about their texting and sexting practices and attachment styles with relationship partners. Results showed that texting and sexting are relatively common in young adult romantic relationships, and texting and sexting are both significantly related to attachment style. However, whereas text messaging was more common among those with secure attachments (i.e., those with less attachment avoidance), sexting (both texts and pictures) was more common among those with insecure attachments, particularly those with higher attachment avoidance. Whereas anxious attachment predicted variance in sending sex text messages only, attachment avoidance contributed unique variance in sending both sex texts and pictures. This relationship was moderated by gender—avoidant men were more likely than avoidant women to send sex text and picture messages to relationship partners.     

Txt lang: Texting,textism use and literacy abilities in adolescents with and without specific language impairment

The present study examined text messaging in adolescence, in particular relationships among textism use, language and literacy skills. Forty‐seven typically developing (TD) 17‐year‐olds and 47 adolescents of the same age with specific language impairment (SLI) participated. Participants completed standardised assessments of cognitive, language and literacy abilities, an interview about frequency of text messaging, and were asked to send a text message in reply to one sent by the experimenter. Adolescents with SLI were less likely than their TD peers to reply to the text message. Non‐senders with SLI (32%) had significantly lower reading abilities than senders with SLI. Senders with SLI composed shorter texts and used less text language than did TD peers. Correlational analyses revealed significant positive relationships among textism density, number of types of textism used and measures of literacy in adolescence. Implications of these findings for educational technology instruction in how to text are discussed.     

Grammatical and context‐sensitive error correction using a statistical machine translation framework

Producing electronic rather than paper documents has considerable benefits such as easier organizing and data management. Therefore, existence of automatic writing assistance tools such as spell and grammar checker/correctors can increase the quality of electronic texts by removing noise and correcting the erroneous sentences. Different kinds of errors in a text can be categorized into spelling, grammatical and real‐word errors. In this article, we present a language‐independent approach based on a statistical machine translation framework to develop a proofreading tool, which detects grammatical errors as well as context‐sensitive spelling mistakes (real‐word errors). A hybrid model for grammar checking is suggested by combining the mentioned approach with an existing rule‐based grammar checker. Experimental results on both English and Persian languages indicate that the proposed statistical method and the rule‐based grammar checker are complementary in detecting and correcting syntactic errors. The results of the hybrid grammar checker, applied to some English texts, show an improvement of about 24% with respect to the recall metric with almost similar value for precision. Experiments on real‐world data set show that state‐of‐the‐art results are achieved for grammar checking and context‐sensitive spell checking for Persian language. Copyright © 2012 John Wiley & Sons, Ltd.     

The impact of computer‐based instruction on the development of EFL learners' writing skills

The current study investigated the application and effectiveness of computer assisted language learning (CALL) in teaching academic writing to Iranian EFL (English as a Foreign Language) learners by means of Microsoft Word Office. To this end, 44 sophomore intermediate university students majoring in English Language and Literature at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two groups. As a pre‐test, a pen‐and‐paper writing task was given to both groups at the beginning of the semester. The control group including 24 male and female students was taught based on traditional approach while the experimental group including 20 male and female students was taught based on CALL. At the end of one semester, a pen‐and‐paper writing task was given to both groups. The results of the post‐test revealed that the students who were exposed to computer‐based instruction outperformed their counterparts in terms of using appropriate articles, tense, plural forms and spelling. Moreover, the students in the experimental group produced paragraphs of higher quality. The findings of this study confirmed the efficacy of computer‐based instruction in the development of EFL learners' writing skills.     

Exploring Relationships Between Traditional and New Media Literacies: British Preteen Texters at School

This article focuses on preteen British children's use of text messaging, particularly the abbreviations and characteristic language used within text messages. We look not only at the language style used by the children, but at the ways in which it relates to their traditional literacy skills, as measured through standardized tests and assessments. We have found repeated positive relationships between use of text register language and traditional literacy skills, and we give here a preview of our latest, longitudinal work, which allows those relationships to be studied directionally, enabling us to draw causal conclusions.     

Community-service learning and computer-mediated advanced composition: The going to class,getting online,and giving back project

Since 1997, the Center for English Studies Technology (CEST) at the University of Hawai’i at Manoa has sponsored several projects that bring together three important areas of research and teaching in English studies: literacy, computer-mediated communication, and community-service learning. The authors conclude that community-service learning projects can be used to further pedagogical goals for technology-intensive writing classes. Students acquired writing and Web page development skills through composing for real audiences, and gained valuable experience teaching people whose life experiences, levels of literacy, and exposure to technology were different from their own. Working with community members enabled students to fill previously unmet needs and provided them with concrete examples of disparities that might otherwise remain abstractions in class discussion. At the same time, the authors are concerned about the sustainability of such efforts as well as the long-term benefits they bring to community participants.     

基于注意力消息共享的多智能体强化学习

通信是非全知环境中多智能体间实现有效合作的重要途径,当智能体数量较多时,通信过程会产生冗余消息。为有效处理通信消息,提出一种基于注意力消息共享的多智能体强化学习算法AMSAC。首先,在智能体间搭建用于有效沟通的消息共享网络,智能体通过消息读取和写入完成信息共享,解决智能体在非全知、任务复杂场景下缺乏沟通的问题;其次,在消息共享网络中,通过注意力消息共享机制对通信消息进行自适应处理,有侧重地处理来自不同智能体的消息,解决较大规模多智能体系统在通信过程中无法有效识别消息并利用的问题;然后,在集中式Critic网络中,使用Native Critic依据时序差分（TD）优势策略梯度更新Actor网络参数,使智能体的动作价值得到有效评判;最后,在执行期间,智能体分布式Actor网络根据自身观测和消息共享网络的信息进行决策。在星际争霸Ⅱ多智能体挑战赛（SMAC）环境中进行实验,结果表明,与朴素Actor?Critic （Native AC）、博弈抽象通信（GA?Comm）等多智能体强化学习方法相比,AMSAC在四个不同场景下的平均胜率提升了4 ~ 32个百分点。AMSAC的注意力消息共享机制为处理多智能体系统中智能体间的通信消息提供了合理方案,在交通枢纽控制和无人机协同领域都具备广泛的应用前景。