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DOI: https://doi.org/10.34069/AI/2022.57.09.2
How to Cite:
Munir, T. (2022). Standardization of English language spellings used in textism: A viewpoint of undergraduate learners in
Pakistan. Amazonia Investiga, 11(57), 18-29. https://doi.org/10.34069/AI/2022.57.09.2
Standardization of English language spellings used in textism:
A viewpoint of undergraduate learners in Pakistan
Received: September 1, 2022 Accepted: October 18, 2022
Written by:
Tahira Munir3
https://orcid.org/0000-0002-9971-1106
Abstract
The purpose of this quantitative research is to
explore the perspective of students in Pakistan if
they prefer the English language standard
spellings to be changed in accordance with the
texting spelling structures for properly matching
pronunciation with spellings. A sample size of
100 students was randomly selected from among
the undergraduates of colleges in Lahore; 50
male students and 50 females. Using a
questionnaire, students were asked about their
opinion if a particular set of spellings used in
texting becomes formally accepted; which
spellings they would prefer if given a choice; if
learning and mastering the English language be
improved with this advancement; and if they find
the same spelling and pronunciation mismatch in
their own language too. The texting word forms
included words from the category of short forms
and vowel deletion. Using SPSS, the responses
were evaluated and the hypotheses were tested.
The results show that students hold the same
firmness as the other language trainers and
researchers i.e. the preservation and correct
practice of standard English language, and that
SMS slang does not interfere with the standard
norms of English language.
Keywords: Communication, Morphology,
Social media slang, Spelling structure, Texting.
Introduction
The world is changing very fast and it is no
surprise if language is also changing its norms. In
1828, Webster published a comprehensive
dictionary changing many spellings. Some of
them became the standard spellings in America
like ‘color’, ‘center’ and ‘traveler’ (Webster,
1806). In 1828, Webster published two volumes
3
PhD student of Linguistics at Minhaj University Lahore, and lecturer at University of Central Punjab, Lahore.
of “An American Dictionary of the English
Language”; alone in U.S., 2500 copies were sold
and 3000 copies were purchased in England
(McDavid, 2022). The reformation, change and
amendment in the spelling structure of English
language is not a new phenomenon. There have
been many English language spelling reforms.
Munir, T. / Volume 11 - Issue 57: 18-29 / September, 2022
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The previous researches on the language in social
media and textism focus majorly on the negative
effects on English language whereas the current
study initiates a new outlook.
Textism, also known as Text Message Slang
(TMS) does not include text only, it has the
addition of symbols, special character keys,
digits, emoticons and smileys. According to the
present time, social media applications like
WhatsApp, Twitter, and Facebook have added
too much depth and expanse to communication
like memes, videos, audio clips, and images.
Being a second language speaking nation of
English, Pakistanis are very much conscious
about language use. All the researches done on
SMS languages encompass areas of English
Language Teaching (ELT) and survival of
language reforms from the perspective of
training and education. The focus of these studies
is to preserve the standard language, and limit (or
stop) the influence of TMS on teenagers, school
goers and youth. It is because this group of users
usually get more influenced while passing
through the phase of learning a language. The
gap lies in knowing the perspective of students
how they interpret these effects, if they support
the change in standard spellings that teachers and
researchers view negatively, or if they have the
same viewpoint the language trainers and
researchers have regarding the preservation and
sustenance of formal use of English language.
So, a selected group of words, which does not
include any digits or other symbols, was
presented to the participants so as to see if they
accept the slightest of change in letters. Other
elements of communication like emoticons were
excluded because those are not related to
reformation of spelling structure or ease of
pronunciation.
There is a case study from Sindh, Pakistan that
focuses on the negative effects of SMS text
language upon students (Khatoon, Abidin,
Abdullah, & Shah, 2018). The researchers have
very clearly analyzed the five categories of SMS
expressions (vowel deletion, alphanumeric
homophony, graphones, short forms, and
emoticons) habitually used by students in their
formal assessments. Vowel deletion in words
causes one or more vowels in a word to be
omitted, like cn for can, or gv for give. Second
category, alphanumeric homophony, is an
interesting combination of alphabets and
numbers which approximately matches the actual
pronunciation, like f9 for fine, or g8 for gate.
Another category is graphones which replaces
the entire word with a single letter, like r for are.
Short forms include abbreviations and acronyms
like LOL, BRB. Last one is a group of emoticons
and smileys which are facial expressions made
with keyboard characters and facilitated small
images, like :-) for a happy face. The current
study also followed the same division of textism
as categorized in this research.
Linguistics, unlike language teachers, does not
marginalize language variety from the
perspective of prescriptivism. Its role is to
objectively observe and identify how language
evolution and its practice takes place throughout
human history. There are many ELT researches
which have presented the deficiencies,
drawbacks, and after effects of getting
accustomed to textism. For instance, “SMS
Texting and Its Potential Impacts on Students'
Written Communication Skills” (Dansieh, 2011),
“Effects of SMS on Writing Skills of the
University Students in Pakistan” (Yousaf, 2013),
“The Effects of Text Messaging and Instant
Messaging on Literacy” (Verheijen, 2013),
“Mobile Phone: Calling and Texting Patterns of
College Students in Pakistan” (Kamran, 2010),
and “A Study on the Negative Effects of Social
Networking Sites (SNSs) on Students Language
in Pakistan” (Hina & Kouser, 2018). These
researches are not within the scope of current
research because the study does not set any bar to
approve or disprove any kind of language use.
Rather, objective observation has been the key to
explore the research questions.
There have been many English language spelling
reforms including “De Recta et Emendata
Linguæ Angliæ Scriptione” (Smith, 1568), “An
Orthographie” (Hart, 1569), “Booke at Large for
the Amendment of English Orthographie”
(Bullokar, 1580), “Logonomia Anglica” (Gill,
1903), “English Grammar” (Butler, 1634), “The
New English Grammar” (Howell, 1662),
“Spelling Progress Summer Bulletin” (Tune &
Bisgard, 1977) and so on. The proposals given
previously were implemented to a small extent as
either some were applied on a limited population
or due to parliamentary rejection, the process of
spelling reforms was stopped, or some were not
accepted. Webster, in 1828, succeeded in
reforming English spelling structure to some
extent but with much criticism.
The objectives for conducting the research
include exploring the reasons for a different
English text slang, finding out the perspective of
students about the effects of textism on language,
exploring the positive side of SMS language
from the viewpoint of SL speakers, and lastly,
determining if text talk provides better matches
for pronunciation than the Standard English (SE).
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However, the research does not aim to explore
how to remove the influence of textism. It does
not aim at providing any learning model for
correcting student’s habit of using short forms of
words because the primary goal is to objectively
learn the students’ perspective about language
change. Furthermore, the literature that focuses
on improving or removing the traces or effects of
textism has not been included as the study
encourages language evolution and
development.
The study tested the following hypotheses about
the general opinion of students in Lahore
regarding texting spelling structures:
H1: There is a positive relation between the
confidence of communicating in English and use
of texting language.
H2: Second language speakers of English
support standardizing texting language.
H3: The spelling structure of texting language is
more adaptable than Standard English.
Literature Review
The previous studies in literature focus on either
the perspective of language trainers, or the ones
who strive to maintain the standard language
unharmed like language puritans. Furthermore,
there has been much emphasis on making the
students of English language realize the negative
impact textism has on their writing and typing
skills. This study aims to explore the perspective
of students in Pakistan if they prefer the English
language standard spellings to change in
accordance with the texting spelling structures to
facilitate proper matching pronunciation with the
spellings of words.
In the research article, "The Impact of TMS or
Chartroom Slang on Students’ Academic
Performance", researchers conclude that both
positive and negative effects of textism exist. The
positive effects are not linguistic but social like,
saving money by texting and not calling, whereas
negative effects hinder a better performance in
continuous assessment and examination
(Ochonogor, Alakpodia, & Achugbue, 2012). In
another study, Al-Qomoul explored the impact of
English Short Message Service (SMS) usage on
the verbal communication skills of first year
students from Tafila Technical University (2011,
as cited in Mahmoud, 2013). The conclusion of
the study was that communication using SMS in
English with friends as well as family improves
oral and written skills.
A Saudi researcher mentions the use of SMS
language in classroom allowed by the teachers
for writing first drafts or rough outlines before
writing the formal composition. It is because of
the everyday unrestricted use of SMS
(Mahmoud, 2013). Some researchers do find
SMS language as a learner-friendly way to
promote and improve English. For instance, an
article mentions that a language teacher, Michael
Nilson (who owns a language learning
company), teaches through SMS due to ease of
access and use (Hashemi & Azizinezhad, 2012).
The following quote elaborates how different
teachers perceive use of SMS in class:
In their response to the effect of SMS on
writing, educators fall in three groups: On one
hand, some teachers believe that
abbreviations used in SMS are assaulting
written English; students' papers are full of
punctuation mistakes, bad grammar and
inappropriate abbreviations. On the other
hand, some claim positive effect of SMS as
students are exposed to writing in a more
relaxing and less stressful atmosphere. A
third party says that SMS, like slang, has its
own language that has no effect on Standard
English. (Russel, 2012 as cited in Mahmoud,
2013)
Many researches have been done in Pakistan
regarding the social media slang and SMS
language but all cover a variety of angles from
the perspective of preserving Standard English.
One such research presents the effects of using
social network on the university student’s
academic performance of Lahore, Pakistan.
Using cross sectional survey technique, a
questionnaire was distributed among 260
students. The results confirmed the negative
effects of textism (Waqas, Afzal, Zaman, &
Sabir, 2016). The researchers confirm that the
university students get negative influence from
social media, and so their academic performance
is badly affected. This is a thoroughly researched
study, but its focus is on effects of SNS (Social
Networking Service), not on SMS (Short
Message Service). Another research explores the
presence of SMS language in academic writing.
The results of the study show a different view as
compared to most of the ELT pedagogic
researches. The absence of punctuation and
grammatical features are due to carelessness or
lack of knowledge which the students admitted
nullifying any effect of SMS slang. Also, many
participants easily switched to a particular
register whether SE or SMS according to the
contextual situation of communication (Aziz,
Shamim, Aziz, & Avais, 2013).
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The most recent published researches conducted in
Pakistan also concentrate significantly on the
negative effects of textism and social media
communication tools and channels by observing its
influence on academic performance, behavior, and
interpersonal communication. In a comprehensive
study, the effect of smart phones on academic
performance and learning behavior is tested. The
focus of this study is not on the usage of spelling
and sentence structures, but on the addiction and
excess of use for the purpose of information access.
However, the study concludes that there are
positives results of this usage at university level,
after quantitatively assessing 150 students in
Islamabad (Shakoor, Fakhar, & Abbas, 2021).
There is another study which also examines the
impact of social media on university students in
terms of their academic performance. The study
concludes that social media has some positive uses
like access of data and removal of communication
barriers. The study further encourages to investigate
the true mechanism between the variables;
academic performance and social media usage) in
the light of students’ goals and university policies
(Hasnain, Nasreen, & Ijaz, 2015). Furthermore, a
study gives emphasis to the morphological and
syntactic alteration and suggests for students to be
essentially careful about unconscious slips in
writing (Khatoon, Abidin, Abdullah, & Shah,
2018). This shows the perspective of language
trainers and professionals, not the viewpoint of
students who are major users of textism.
So, the above mentioned researches present the
perspective of teachers and language reformers who
aim to maintain the prescriptive rules and
regulations of English language in writing. The
students in these studies are passive receivers of
amendments and urgency of improvement in
meeting the language standards. However, there is
no research that explores the viewpoint of Pakistani
learners. Thus, the current study aims to explore
their perspective. Further research can be done in
the areas of Phonetics and Phonology, lexicography
and second language learning issues.
Methodology
It is a quantitative study which falls under the
Positivist paradigm. Objectivist approach has
been applied to validate the results of the study.
Stratified Random Sampling, with two strata of
girls and boys enrolled in undergraduate
programmes, was used. The study was applied to
the undergraduate students of Lahore from
various disciplines as SMS language is used by
every person now. The colleges include
Concordia College, SKANS School of
Accountancy, CAPS College, and RISE School
of Accountancy in Lahore. The reason for
selecting undergraduate student body was that
they use English as a standard language in formal
communication, and also, as an informal
language in SMS slang more actively than the
others. Additionally, the data collection from
undergraduate students was more accessible.
Primary data was collected from 100 participants
in the research, 50 in each group. The study
focused on vowel deletion and graphones as
identified in the study mentioned earlier
(Khatoon, et. al, 2018). The reason for not
selecting the other three categories is that those
do not pertain to alphabets only, and also
acronyms and abbreviations are not full
spellings. After the questionnaires were collected
from the participants, the data was entered in
SPSS and hypotheses were tested quantitatively.
Results and Discussion
The data was analyzed using statistical tools.
There were randomly chosen candidates to fit in
the strata of male and female groups so the
division of age group has been unequal. The table
and graph show that in both gender groups, the
percentage of students 20 and above was more as
compared to the teenagers.
Cross-Tabulation of Genders and Age Groups
along with a Bar Graph
tabulation-CrossGENDER * AGE_GROUP
Count
AGE_GROUP
Total
UNDER 20
20 AND ABOVE
GENDER
MALE
19
31
50
FEMALE
24
26
50
Total
43
57
100
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Figure 1.1. showing the number of participants according to age groups
The question, do you think that SMS language
helps less educated people to communicate, was
asked to determine if the population finds it
easier to communicate as a second language as
well as if they think it is more understandable for
less educated people. So both variables given
below show an agreement by the majority of
participants that it does help the less educated.
Bar Graphs about Students’ Opinion on Textism
Figure 1.2. Showing percentage of students regarding the opinion if textism helps less educated people in
communication
Two questions were specifically asked to verify
the claims of the previous researches about the
negative effects of textism. These were; first,
while writing the examination paper, do you ever
use the short form of words, and second, do you
think that SMS language negatively affects the
spellings used by students? The first variable is
labelled as ‘examination’ and the second as
‘negative’. The observation of the results show
that researchers’ perspective from a teaching
point of view is not different from the students.
Contrary to the expectation of the present
research, majority of the students claim to have
used the short forms in examination and also they
accept it to affect their language skills of
Standard English. Following are the results:
Cross-Tabulation of Examination and Negative
Effects along with a Bar Graph
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EXAMINATION * NEGATIVE_EFFECT Cross tabulation
Count
NEGATIVE_EFFECT
Total
YES
NO
EXAMINATION
YES
28
12
40
NO
45
15
60
Total
73
27
100
Figure 1.3. Showing clustered bar graph and cross-tabulation about the negative effects of Textism and its
use in examination
On a given scale from ‘always’ to ‘never’, some
most common SMS words were given. The
student had to choose how much they use those
words.
A Frequency Table Showing the Number of
Occurrences of Usage According to the
Participants.
Table 1.1
Showing the frequency of using SMS word forms according to the scale
Use of Words
u
r
hve
wao
Thnx
frend
bcoz
Gud
n
plz
Always
52
32
31
33
44
30
40
41
44
56
Mostly
12
25
11
28
21
22
14
18
18
17
Sometimes
11
17
21
8
18
20
17
19
9
15
A Few Times
10
8
6
12
6
9
12
9
8
7
Never
15
18
31
19
11
19
17
13
21
5
Hypothesis Tests in SPSS
Hypothesis 1: There is a positive relation between
the confidence of communicating in English and
use of texting language.
To find out the relation between the confidence of
communicating in English and the use of texting
language, Correlations test was applied. The
responses for the following questions were used:
Do you think, SMS language improves the
confidence of writing in English? (Variable 1:
Confidence)
Do you use SMS language? (Variable 2:
More_Use)
A Table Showing Correlation Between Confidence
and Usage of SMS Language
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Table 1.2.
Showing Pearson Correlation for testing hypothesis 1
Correlations
CONFIDENCE
MORE_USE
CONFIDENCE
Pearson Correlation
1
**
.260
Sig. (2-tailed)
.009
Sum of Squares and Cross-products
22.440
5.180
Covariance
.227
.052
N
100
100
MORE_USE
Pearson Correlation
**
.260
1
Sig. (2-tailed)
.009
Sum of Squares and Cross-products
5.180
17.710
Covariance
.052
.179
N
100
100
**. Correlation is significant at the 0.01 level (2-tailed).
As the correlation is significant at the 0.01 level,
it shows that since 0.26 is greater than 0.01 yet
much distanced from 1, there is a positive
relation but student find it to be weak.
Hypothesis 2: SL2 users of English support
standardizing texting language.
Here, variable, Correct_Spelling, represents the
question; do you think, the most used texting
forms of words should be accepted as correct
spellings? The responses have been analyzed
age-wise and also gender-wise for a better
understanding that would also answer the
question if females are more inclined towards
language purity than males.
Cross-Tabulation of Correct Spelling and Age
Groups along with a Bar Graph
tabulationCORRECT_SPELLING * AGE_GROUP Cross
Count
AGE_GROUP
Total
UNDER 20
20 AND
ABOVE
CORRECT_SPELLING
YES
31
30
61
NO
12
27
39
Total
43
57
100
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Figure 1.4. Showing comparison between the age groups in acceptance of short forms as Standard English
Cross-Tabulation of Correct Spelling and Genders along with a Bar Graph
CORRECT_SPELLING * GENDER Cross tabulation
Count
GENDER
GENDER
MALE
MALE
CORRECT_SPELLING
YES
34
27
61
NO
16
23
39
Total
50
50
100
Figure 1.5. Showing comparison between the gender groups in acceptance of short forms as Standard
English
Another question for testing the hypothesis was;
will it be right, if the confusing spellings of
English are replaced with texting spellings? It
was included so as to reach the closest accuracy.
The variable is labeled as Confusing_Words.
Following are the responses age-wise and
gender-wise:
Cross-Tabulation of Confusing Words and Age
Groups along with a Bar Graph
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CONFUSING_WORDS * AGE_GROUP Cross tabulation
Count
AGE_GROUP
GENDER
UNDER 20
20 AND
ABOVE
CONFUSING_WORDS
YES
33
40
73
NO
10
17
27
Total
43
57
100
Figure 1.6. Showing comparison between the age group in replacing confusing words with SMS short
forms
Cross-Tabulation of Confusing Words and Genders along with a Bar Graph
CONFUSING_WORDS * GENDER Cross tabulation
Count
GENDER
GENDER
MALE
FEMALE
CONFUSING_WORDS
YES
37
36
73
NO
13
14
27
Total
50
50
100
Figure 1.7. Showing a grouped bar chart as a comparison between the gender groups in replacing confusing
words with SMS short forms
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Hypothesis 3: The spelling structure of texting
language is more adaptable than Standard
English.
Here, students were given a list of words to
choose in each which form they would like to
become permanently used if given a chance to
modify Standard English, one being the short
form and the other being the correct spelling. The
division has been done gender-wise. The data is
presented below for each word in a Population
Pyramid graph (Histogram).
Histograms Showing Gender-wise Choice of
Spellings about Nine Given Words.
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Figure 1.8. Showing gender-wise the choice of given words each in a Population Pyramid graphs
(Histograms)
The data shows that where the letters have been
changed (like the c of ‘subjective’ has been
replaced by ‘k’), the population rejects the short
form but where the spelling is very different from
its pronunciation, students opt for short version
which is easy to read like ‘favourite’. Also, make
is shortened as ‘mek’ and what as ‘wt’ by very
few showing the most used easy short words
which the people are in a habit of using almost
daily, need no change.
Conclusions
The results show that students are very well
conscious about the demands of Standard
English as a second language. Most of the
statistical results show that even though majority
of participants use SMS language in texting and
social media, they exclude and disallow its use in
place of SE even if given a choice. They do not
mix various forms of communication and are as
judgmental about the decisiveness of correct
English as the teachers and other researchers are.
Using SMS and social media slang, however,
does bring a change in communication level of
shifting from rigid rules to comfort zone which is
comparatively easy and accessible in learning,
improving, and communicating. So, just like
speakers easily shift from informal to formal use
of language, SMS also does not pose any threat
since the learning body of our society is quite
well aware of its importance and shows a
responsible attitude towards its pros and cons.
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