EFFECT OF TEXT MESSAGING ABBREVIATIONS ON THE WRITING SKILLS OF TERTIARY SCHOOL STUDENTS USING FACULTY OF EDUCATION, UNIVERSITY OF BENIN AS A CASE STUDY

Abstract

This study investigates how text messaging abbreviations impact the writing skills of students at the Faculty of Education, University of Benin. Fifty students were purposefully selected from five departments within the faculty for the study. Through content analysis, it was observed that students frequently incorporate various forms of abbreviated words, including initializations, contractions, and acronyms, in their essay writings. These findings underline the pervasive influence of chat and text messaging on students' language use. The study concludes that due to the prevalence of chatting and texting in students' daily activities, abbreviations are often utilized to expedite communication and minimize effort. Consequently, there is a notable presence of SMS language in formal contexts, such as examinations. To address this issue, it is recommended that students receive increased awareness about the importance of avoiding SMS language in formal communication settings, particularly through specialized educational programs. Furthermore, examination authorities should incentivize the use of Standard English by rewarding essays devoid of SMS slang with additional marks. These measures aim to promote proficient communication skills among students beyond examination contexts.