Escritura digital juvenil en WhatsApp y enseñanza de la ortografía

  1. Alejandro Gómez Camacho 1
  2. Juan De-Pablos-Pons 1
  3. Pilar Colás-Bravo 1
  4. Jesús Conde-Jiménez 1
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Aldizkaria:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Argitalpen urtea: 2023

Zenbakien izenburua: Nuevos lenguajes y culturas. Enseñanza de lenguas para una comunicación global y digital

Zenbakia: 77

Orrialdeak: 59-69

Mota: Artikulua

DOI: 10.3916/C77-2023-05 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Comunicar: Revista Científica de Comunicación y Educación

Laburpena

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.

Erreferentzia bibliografikoak

  • Androutsopoulos, J. (2011). Language change and digital media: A review of conceptions and evidence. In N. Coupland, & T. Kristiansen (Ed.), Standard languages and language standards in a changing Europe (pp. 145-160). Novus Press. https://bit.ly/451KARH Link Google Scholar
  • Androutsopoulos, J., & Busch, F. (2021). Digital punctuation as an interactional resource: the message-final period among German adolescents. Linguistics and Education, 62, 100871. https://doi.org/10.1016/j.linged.2020.100872 Link DOI | Link Google Scholar
  • Bernicot, J., Goumi, A., Bert-Erboul, A., & Volckaert-Legrier, O. (2014). How do skilled and less-skilled spellers write text messages? Journal of Computer Assisted Learning, 30(6), 559-576. https://doi.org/10.1111/jcal.12064 Link DOI | Link Google Scholar
  • Cenoz, J., & Bereziartua, G. (2016). Is instant messaging the same in every language? A Basque perspective. Reading and Writing, 29, 1225-1243. https://doi.org/10.1007/s11145-016-9634-z Link DOI | Link Google Scholar
  • Colás, P. (1998). Los métodos descriptivos. In P. Colás, & L. Buendía (Ed.), Investigación educativa (pp. 177-200). Ediciones Alfar. https://bit.ly/456lsJu Link Google Scholar
  • Cougnon, L.A., Maskens, L., Roekhaut, S., & Fairon, C. (2017). Social media, spontaneous writing and dictation. Spelling variation. Journal of French Language Studies, 27(3), 309-327. https://doi.org/10.1017/S095926951600020X Link DOI | Link Google Scholar
  • Cremades, R., Onieva-López, J.L., Maqueda-Cuenca, E., & Ramírez-Leiton, J.J. (2021). The influence of mobile instant messaging in language education: Perceptions of current and future teachers. Interactive learning environments, 29(5), 733-742. https://doi.org/10.1080/10494820.2019.1612451 Link DOI | Link Google Scholar
  • Danet, B., & Herring, S.C. (2007). The multilingual Internet: Language, culture, and communication online. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195304794.001.0001 Link DOI | Link Google Scholar
  • De-Jonge, S., & Kemp, N. (2012). Text-message abbreviations and language skills in high school and university students. Journal of Research in Reading, 35(1), 49-68. https://doi.org/10.1111/j.1467-9817.2010.01466.x Link DOI | Link Google Scholar
  • Escobar-Mamani, F., & Gómez-Arteta, I. (2020). WhatsApp for the development of oral and written communication skills in Peruvian adolescents. [WhatsApp para el desarrollo de habilidades comunicativas orales y escritas en adolescentes peruanos]. Comunicar, 65, 111-120. https://doi.org/10.3916/C65-2020-10 Link DOI | Link Google Scholar
  • Finkelstein, S., & Netz, H. (2023). Challenging folk-linguistics: Grammatical and spelling variation in students’ writing in hebrew on WhatsApp and in essays. Applied Linguistics, 1-22. https://doi.org/10.1093/applin/amac072 Link DOI | Link Google Scholar
  • Flores-Salgado, E., & Castineira-Benitez, T. (2018). The use of politeness in WhatsApp discourse and move ‘requests’. Journal of Pragmatics, 133, 79-92. https://doi.org/10.1016/j.pragma.2018.06.009 Link DOI | Link Google Scholar
  • Gleason, B. (2016). New literacies practices of teenage Twitter users. Learning, Media and Technology, 41(1), 31-54. https://doi.org/10.1080/1743988 4.2015.1064955 Link DOI | Link Google Scholar
  • Gómez-Camacho, A., & Gómez-del-Castillo, M. (2017). La norma escrita en las conversaciones de WhatsApp de estudiantes universitarios de posgrado. Revista Mexicana de Investigación Educativa, 22(75), 1077-1094. https://bit.ly/4590c5N Link Google Scholar
  • Gómez-Camacho, A., Hunt-Gomez, C.I., & Valverde-Macías, A. (2018). Textisms, texting, and spelling in Spanish. Lingua, 201, 92-101. https://doi.org/10.1016/j.lingua.2017.09.004 Link DOI | Link Google Scholar
  • Grace, A., & Kemp, N. (2014). Text messaging language: A comparison of undergraduates’ naturalistic textism use in four consecutive cohorts. Writing Systems Research, 7(2), 220-234. https://doi.org/10.1080/17586801.2014.898575 Link DOI | Link Google Scholar
  • Hsieh, H., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687 Link DOI | Link Google Scholar
  • Ibarra-Rius, N., Ballester-Roca, J., & Marín-Martí, F. (2018). Encrucijadas de la competencia mediática y la ciudadanía: Uso y consumo de aplicaciones educativas. Prisma Social, 20(2), 92-113. https://doi.org/10.17561/ae.v20i2.3 Link DOI | Link Google Scholar
  • Johnson, G. (2015). The invention of reading and the evolution of text. Journal of Literacy and Technology, 16(1), 107-128. https://bit.ly/3WdV9x5 Link Google Scholar
  • Kejriwal, M., Wang, Q., Li, H., & Wang, L. (2021). An empirical study of emoji usage on Twitter in linguistic and national contexts. Online Social Networks and Media, 24, 100149. https://doi.org/10.1016/j.osnem.2021.100149 Link DOI | Link Google Scholar
  • Kemp, N., & Grace, A. (2017). Txting across time: Undergraduates’ use of ‘textese’ in seven consecutive first-year psychology cohorts. Writing Systems Research, 9(1), 82-98. https://doi.org/10.1080/17586801.2017.1285220 Link DOI | Link Google Scholar
  • Kemp, N., Graham, J., Grieve, R., & Beyersmann, E. (2021). The influence of textese on adolescents’ perceptions of text message writers. Telematics and Informatics, 65, 101720. https://doi.org/10.1016/j.tele.2021.101720 Link DOI | Link Google Scholar
  • Lanchantin, T., Simoës-Perlant, A., & Largy, P. (2015). The amount of French text messaging related to spelling level: Why some letters are produced and others are not? PsychNology Journal, 13(1), 7-56. https://bit.ly/3Byaq21 Link Google Scholar
  • Li, X., Zhang, J., Du, Y., Zhu, J., Fan, Y., & Chen, X. (2022). A Novel deep learning-based sentiment analysis method enhanced with emojis in microblog social networks. Enterprise Information Systems, 17(5), 1-22. https://doi.org/10.1080/17517575.2022.2037160 Link DOI | Link Google Scholar
  • Mancera, A. (2016). Usos lingüísticos alejados del español normativo como seña de identidad en las redes sociales. Bulletin of Spanish Studies, 93(9), 1469-1493. https://doi.org/10.1080/14753820.2016.1181435 Link DOI | Link Google Scholar
  • Martín, R. (2016). La conversación guasap. Sociocultural Pragmatics, 4(1), 108-134. https://doi.org/10.1515/soprag-2015-0010 Link DOI | Link Google Scholar
  • Martínez-Parejo, R. (2016). Desarrollo de la competencia escrita en la enseñanza de lenguas extranjeras a través del uso de dispositivos móviles. Revista Complutense de Educación, 27(2), 779-803. https://doi.org/10.5209/rev_RCED.2016.v27.n2.48317 Link DOI | Link Google Scholar
  • Narbona, A., Cano, R., & Morillo, R. (2022). El español hablado en Andalucía. Editorial Universidad de Sevilla. https://bit.ly/3Oi6vhh Link Google Scholar
  • Núñez-Román, F., Gómez-Camacho, A., Errázuriz-Cruz, M.C., & Núñez-Cortés, J.A. (2021). Pre-service Teachers’ perceptions on instant messaging and orthographic competence. Texto Livre 14(3), e34141. https://doi.org/10.35699/1983-3652.2021.34141 Link DOI | Link Google Scholar
  • Pérez-Rodríguez, A., Delgado-Ponce, A., Marín Mateos, P., & Romero-Rodríguez, L.M. (2019). Media competence in spanish secondary school students. Assessing instrumental and critical thinking skills in digital contexts. Educational Sciences: Theory & Practice, 19(3), 33-48. https://doi.org/10.12738/estp.2019.3.003 Link DOI | Link Google Scholar
  • Pérez-Rodríguez, A., Jaramillo-Dent, D., & Alencar, A. (2022). Culturas digitales en las redes sociales: Nuevos modelos de creatividad, (auto)representación y participación. Icono14, 20(2). https://doi.org/10.7195/ri14.v20i2.1928 Link DOI | Link Google Scholar
  • Pérez-Sabater, C. (2022). Mixing Catalan, English and Spanish on WhatsApp: A case study on language choice and code-switching. Spanish in Context, 19(2), 289-313. https://doi.org/10.1075/sic.19033.per Link DOI | Link Google Scholar
  • Pinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three?year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85(4), 551-569. https://doi.org/10.1111/bjep.12091 Link DOI | Link Google Scholar
  • Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology 27(1), 145-161. https://doi.org/10.1348/026151008X320507 Link DOI | Link Google Scholar
  • Rodrigo-Segura, F., & Ibarra-Rius, N. (2022). Educación literaria y competencia digital mediante metodologías activas para la formación de los futuros docentes. Educatio Siglo XXI, 40(3), 37-60. https://doi.org/10.6018/educatio.486381 Link DOI | Link Google Scholar
  • Rodríguez-Ortega, D. (2015). Un bien necesario para la escritura: la competencia ortográfica. Ocnos, 13, 85-98. https://doi.org/10.18239/ocnos_2015.13.05 Link DOI | Link Google Scholar
  • Rosenberg, H., & Asterhan, C. (2018). “WhatsApp, teacher?” Student perspectives on teacher-student WhatsApp interactions in secondary schools. Journal of Information Technology Education: Research, 17, 205-226. https://doi.org/10.28945/4081 Link DOI | Link Google Scholar
  • Statista (Ed.) (2022). Panorama mundial de las redes sociales. Statista. https://bit.ly/3RKyLsA Link Google Scholar
  • Takkac, A. (2019). WhatsApp as a tool for sustainable glocal linguistic, social and cultural interaction. Turkish Online Journal of Distance Education, 20(3), 17-28. https://doi.org/10.17718/tojde.598198 Link DOI | Link Google Scholar
  • Thurlow, C. (2018). Digital discourse: Locating language in new/social media. In J. Burgess, T. Powell, & A. Marwick (Ed.), The SAGE handbook of social media (pp. 135-145). Sage. https://doi.org/10.4135/9781473984066.n8 Link DOI | Link Google Scholar
  • Tragant, E., Pinyana, A., Mackay, J., & Andria, M. (2022). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, 35(8), 1946-1974. https://doi.org/10.1080/09588221.2020.1854310 Link DOI | Link Google Scholar
  • Turner, K. (2010). Digitalk: A new literacy for a digital generation. Phi Delta Kappan 92(1), 41-46. https://doi.org/10.1177/003172171009200106 Link DOI | Link Google Scholar
  • van-Dijk C., van Witteloostuijn, M., Vasi?, N., Avrutin, S., & Blom, E. (2016). The Influence of texting language on grammar and executive functions in Primary School children. PLoS ONE, 11(3), 1-22. https://doi.org/10.1371/journal.pone.0152409 Link DOI | Link Google Scholar
  • Vázquez-Cano, E., Mengual-Andrés, S., & Roig-Vila, R. (2015). Análisis lexicométrico de la especificidad de la escritura digital del adolescente en WhatsApp. RLA. Revista de Lingüística Teórica y Aplicada, 53(1), 83-105. https://doi.org/10.4067/s0718-48832015000100005 Link DOI | Link Google Scholar
  • Verheijen, L., & Spooren, W. (2021). The impact of WhatsApp on Dutch youths' school writing and spelling. Journal of Writing Research 13(1), 155-191. https://doi.org/10.17239/jowr-2021.13.01.05 Link DOI | Link Google Scholar
  • Verheijen, L., Spooren, S., & Kemenade, A. (2020). The relationship between Dutch youths’ social media use and school writing. Computers & Composition, 56, 1-26. https://doi.org/10.1016/j.compcom.2020.102574 Link DOI | Link Google Scholar
  • Von-Suchodoletz, A., Fäsche, A., & Skuballa, I. T. (2017). The role of attention shifting in orthographic competencies: cross-sectional findings from 1st, 3rd, and 8th grade students. Frontiers in Psychology, 8, 1665. https://doi.org/10.3389/fpsyg.2017.01665 Link DOI | Link Google Scholar
  • Wood, C., Kemp, N., & Waldron, S. (2014). Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks. British Journal of Developmental Psychology, 32(4), 415-429. https://doi.org/10.1111/bjdp.12049 Link DOI | Link Google Scholar
  • Yus, F. (2022). Smartphone communication. Interactions in the app ecosystem. Routledge. https://doi.org/10.4324/9781003200574 Link DOI | Link Google Scholar
  • Zebroff, D. (2018). Youth texting: Help or hindrance to literacy? Education and Information Technologies, 23(1), 341-356. https://doi.org/10.1007/s10639-017-9606-1 Link DOI | Link Google Scholar
Datuen iturria: Dialnet