A general form of communication for university
students was text messaging. Text messaging was useful when a person cannot
have a conversation due to being in class, or in an environment where they are
expected to be quiet. Plummer, Apple, Dowd, & Keith (2015), examined the direct impact of text message disruptions on memory
recall during lecture. Participants in texting group scored significantly worse
on the post-test than participant’s in the group that did not receive any texts
from the researcher. (Lepp et
al., 2015) posited that this may be a result of
adults being lazy in their writing. Another potential factor is the arrival of
predictive texting. Predictive texting auto-corrects misspelled words and has
greatly reduced the use of “textese,” the
abbreviations and slang associated with texting.
Participants in the moderate text messaging group did
not score significantly different on the post-test than participants in either
the high text messaging group or the low text messaging group. Regarding
participant’s attitudes of text messaging during a class lecture, most of the
students agree that texting was not a good habit while lecture (Lim, Amado, Sheehan, & Van Emmerik, 2015).
Lepp et al., (2015), explored the effect of texting during instruction.
Results indicated that academic performance was lowered when students texted
during instruction. Another concern is the effect on students’ written language
skills of “textese,” the abbreviations and slang associated with texting.
Research in this area has been mixed. Barks, Searight, and
Ratwik (2011), examined the relationship between student use of textese and literacy
and found a positive effect, whereas others determined that texting negatively
affected students’ reading, writing, and spelling skills (Strubhar et al., 2015).
Text messaging is an increasingly common
form of communication. Text messaging is convenient when the environment is too
noisy for an auditory conversation, and it allows one to send off a quick
question and receive a concise response without the normal conversational
formalities. Surveys of U.S. adolescents indicate that 74% have used this
modality compared with 44% of adults (Barks et
al., 2011). A recent survey of students at a
Midwestern university in the United States found that text messaging was the
preferred communication method Anecdotal reports indicate that university
students frequently send and receive text messages during their classes and
that their instructors are often naïve about this practice. University students
surveyed indicated that they can readily send and receive text messages without
the instructor’s awareness of their actions and those instructors would be
“shocked” if they knew about the frequency of classroom texting (Barks et