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Youth Digital Writing on WhatsApp and the Teaching of Spelling

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Title: Youth Digital Writing on WhatsApp and the Teaching of Spelling
Authors: Alejandro Gómez-Camacho (ORCID 0000-0002-6431-6405), Juan de-Pablos-Pons (ORCID 0000-0001-9147-5965), Pilar Colás-Bravo (ORCID 0000-0003-3000-075X), Jesús Conde-Jiménez (ORCID 0000-0002-4471-5089)
Source: Comunicar: Media Education Research Journal. 2023 31(77):55-65.
Availability: Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Synchronous Communication, Social Media, Computer Oriented Programs, Handheld Devices, Telecommunications, Digital Literacy, Writing (Composition), Spelling Instruction, Secondary Education, Secondary School Students, Foreign Countries, Spanish, Language Proficiency, Reader Text Relationship, Text Structure
Geographic Terms: Spain (Andalusia)
ISSN: 1134-3478
1988-3293
Abstract: Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407061
Database: ERIC
FullText Links:
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  Data: Youth Digital Writing on WhatsApp and the Teaching of Spelling
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  Data: <searchLink fieldCode="AR" term="%22Alejandro+Gómez-Camacho%22">Alejandro Gómez-Camacho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6431-6405">0000-0002-6431-6405</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juan+de-Pablos-Pons%22">Juan de-Pablos-Pons</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9147-5965">0000-0001-9147-5965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pilar+Colás-Bravo%22">Pilar Colás-Bravo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3000-075X">0000-0003-3000-075X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jesús+Conde-Jiménez%22">Jesús Conde-Jiménez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4471-5089">0000-0002-4471-5089</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Comunicar%3A+Media+Education+Research+Journal%22"><i>Comunicar: Media Education Research Journal</i></searchLink>. 2023 31(77):55-65.
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  Data: Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
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  Data: <searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+Instruction%22">Spelling Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Text+Relationship%22">Reader Text Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Text+Structure%22">Text Structure</searchLink>
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  Data: 1134-3478<br />1988-3293
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies.
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  Data: EJ1407061
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      Pagination:
        PageCount: 11
        StartPage: 55
    Subjects:
      – SubjectFull: Synchronous Communication
        Type: general
      – SubjectFull: Social Media
        Type: general
      – SubjectFull: Computer Oriented Programs
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Telecommunications
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      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Spelling Instruction
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Spanish
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Reader Text Relationship
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      – SubjectFull: Text Structure
        Type: general
      – SubjectFull: Spain (Andalusia)
        Type: general
    Titles:
      – TitleFull: Youth Digital Writing on WhatsApp and the Teaching of Spelling
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            NameFull: Alejandro Gómez-Camacho
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            NameFull: Juan de-Pablos-Pons
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            NameFull: Pilar Colás-Bravo
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              Value: 1134-3478
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              Value: 1988-3293
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              Value: 31
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