Textisms and textese: A systematic review
DOI:
https://doi.org/10.12795/revistafuentes.2023.23011Palabras clave:
Interpersonal communication, Mobile communication, Writing, Telephone, Bibliographic databases, Electronic media, literacy, handwriting instructionResumen
The aim of this article is to find out what scientific production exists on digital communication and the use of textisms between 2009 and 2022, which will allow us to identify which are the lines of research most worked on in this field, as well as to find the current state of the question. To this end, the systematic review methodology PRISMA (2021) has been used. After conducting the search and applying the exclusion criteria, a total of 62 articles were finally obtained from two databases: Web of Science and Scopus, after which the results were analysed. First, a quantitative analysis was carried out to find out how the published works were distributed in the selected years, in which journals they appeared the most frequently and to which countries and universities the authors with the most publications on the subject belonged. Second, a qualitative analysis has been carried out on the thematic lines they deal with and possible future lines of research. The results show a great disparity between the different articles, especially those dealing with the relationship between literacy and the use of textisms, which in turn show discrepancies in their conclusions on the relationship between the two variables.
Descargas
Los datos de descargas todavía no están disponibles.
Citas
Al-Kadi, A. M. T., & Ahmed, R. A. (2018). Evolution of English in the internet age. Indonesian Journal of Applied Linguistics, 7(3), 727-736. https://doi.org/10.17509/ijal.v7i3.9823
Bernicot, J., Goumi, A., Bert‐Erboul, A., & Volckaert‐Legrier, O. (2014). How do skilled and less‐skilled spellers write text messages? A longitudinal study. Journal of computer assisted learning, 30(6), 559-576. https://doi.org/10.1111/jcal.12064
Bernicot, J., Volckaert-Legrier, O., Goumi, A., & Bert-Erboul, A. (2012). SMS experience and textisms in young adolescents: Presentation of a longitudinally collected corpus. Lingvisticae Investigationes, 35(2), 181-198. https://doi.org/10.1075/li.35.2.04ber
Bock, Z. (2013). Cyber socialising: Emerging genres and registers of intimacy among young South African students. Language Matters, 44(2), 68-91. https://doi.org/10.1080/10228195.2013.784924
Burrell, A., & Beard, R. (2022). Playful punctuation in primary children’s narrative writing. Research Papers in Education, 1-28. https://doi.org/10.1080/02671522.2022.2125053
Bushnell, C., Kemp, N., & Martin, F. H. (2011). Text-messaging practices and links to general spelling skill: A study of Australian children. Australian Journal of Educational & Developmental Psychology, 11, 27-38. https://files.eric.ed.gov/fulltext/EJ941319.pdf
Cenoz, J., & Bereziartua, G. (2016). Is instant messaging the same in every language? A Basque perspective. Reading and Writing, 29(6), 1225-1243. https://doi.org/10.1007/s11145-016-9634-z
Chalak, A. (2017). Linguistic features of English textese and digitalk of Iranian EFL students. Journal of Research in Applied Linguistics, 8, 67-74. https://doi.org/10.22055/rals.2017.12870
Coe, J. E., & Oakhill, J. V. (2011). ‘txtN is ez fu no h2 rd’: The relation between reading ability and text‐messaging behaviour. Journal of Computer Assisted Learning, 27(1), 4-17. https://doi.org/10.1111/j.1365-2729.2010.00404.
Colás-Bravo, P. y Quintero-Rodríguez, I. (2023). YouTube y aprendizaje: Una revisión bibliográfica sistemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 21(1), 47-63. https://doi.org/10.15366/reice2023.21.1.003
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
Drouin (2014) Texting, textese and literacy abilities: a naturalistic study. Journal of Research in Reading, 37(3), 250-267. https://doi.org/10.1111/j.1467-9817.2012.01532.x
Gómez-Camacho, A., & Gómez del Castillo, M. T. (2017). La norma escrita en las conversaciones de WhatsApp de estudiantes universitarios de posgrado. Revista mexicana de investigación educativa, 22(75), 1077-1094. https://idus.us.es/handle/11441/67296
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
González Moreno, A., & Molero Jurado, M. D. M. (2022). Diferencias de sexo en habilidades sociales y creatividad en adolescentes: una revisión sistemática. Revista Fuentes 24(1) 116-126. https://doi.org/10.12795/revistafuentes.2022.17471
Goumi, A., & Besançon, M. (2019). 2 B kreativ’or not to be creative: Textisms and texters’ creativity. European Review of Applied Psychology, 69(4), 1-36 https://doi.org/10.1016/j.erap.2019.100470
Houghton, K. J., Upadhyay, S. S. N., & Klin, C. M. (2018). Punctuation in text messages may convey abruptness. Period. Computers in Human Behavior, 80, 112-121. https://doi.org/10.1016/j.chb.2017.10.044
Hunt-Gómez, C. I., Núñez-Román, F., & Gómez-Camacho, A. (2020). Textismos y ortografía. Percepción de los profesores en formación de la Generación Z. Formación universitaria, 13(2), 143-152. https://doi.org/10.4067/S0718-50062020000200143
Jacquet, B., Jaraud, C., Jamet, F., Guéraud, S., & Baratgin, J. (2021). Contextual information helps understand messages written with textisms. Applied Sciences, 11(11), 1-10. https://doi.org/10.3390/app11114853
Kemp, N. (2010). Texting versus txtng: reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2(1), 53-71. https://doi.org/10.1093/wsr/wsq002
Kemp, N., Graham, J., Grieve, R., & Beyersmann, E. (2021). The influence of textese on adolescents’ perceptions of text message writers. Telematics and Informatics, 65, 1-11 https://doi.org/10.1016/j.tele.2021.101720
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) 45-52. https://www.researchgate.net/publication/283270052_The_amount_of_French_text_messaging_related_to_spelling
López Quero, S. (2013). La conversación escrita en internet: caracterización pragmalingüística. Sintagma, 25, 77-92.
López-Meneses, E., Vázquez-Cano, E. y Román, P. (2015). Análisis e implicaciones del impacto del movimiento MOOC en la comunidad científica: JCR y Scopus (2010-13). Comunicar, 22(44), 73-80. https://doi.org/10.3916/c44-201508
Marzuki, E. (2013). Linguistic features in SMS apologies by Malay native speakers. GEMA Online Journal of Language Studies, 13(3), 179-192. http://journalarticle.ukm.my/6601/1/4228-9737-1-SM.pdf
Nixon, B., & Guajardo, N. R. (2022). The Digital Chameleon: Factors Affecting Perceptions of Convergence in Computer-Mediated Communication. Journal of Language and Social Psychology, https://doi.org/10.1177/0261927X221146143
Núñez-Román, F., Gómez-Camacho, A., Errázuriz-Cruz, M. C., & Núñez-Cortés, J. A. (2022). Pre-service Teachers’ perceptions on instant messaging and orthographic competence. Texto Livre, 14(3), 1-15.
https://doi.org/10.35699/1983-3652.2021.34141
Onanuga, P. (2017). Language Use in Nigerian Spam SMSs: A Linguistic Stylistic Analysis. Language Matters, 48(2), 91-116. https://doi.org/10.1080/10228195.2017.1337805
Ong, K. K. W. (2017). Textese and Singlish in multiparty chats. World Englishes, 36(4), 611-630. https://doi.org/10.1111/weng.12245
Page, M. J. et al. (2022). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.26633/RPSP.2022.112
Parrella, J., Leggette, H., & Redwine, T. (2021). Measuring the correlation between digital media usage and students’ perceived writing ability: Are they related?. Research in Learning Technology, 29. https://doi.org/10.25304/rlt.v29.2506
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
Rosen, L. D., Chang, J., Erwin, L., Carrier, L. M., & Cheever, N. A. (2010). The relationship between “textisms” and formal and informal writing among young adults. Communication Research, 37(3), 420-440. https://doi.org/10.1177/0093650210362465
Statista (2021) Número de suscripciones de smartphones a nivel mundial desde 2016 hasta 2027. http://bit.ly/3QPipyC
Statista (2022) Panorama mundial de las redes sociales. https://bit.ly/3CW9Xba
Totanes, B. C., & Lintao, R. B. (2019). Textese Categories and Textese Application in L2 Class Discussion. Journal on English Language Teaching, 9(1), 14-31. https://eric.ed.gov/?id=EJ1214405
Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (2020). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, 1-30. https://doi.org/10.1080/09588221.2020.1854310
Van Dijk, C. N., Van Witteloostuijn, M., Vasić, N., Avrutin, S., & Blom, E. (2016). The influence of texting language on grammar and executive functions in primary school children. PloS one, 11(3), https://doi.org/10.1371/journal.pone.0152409
Verheijen, L. (2013) The Effects of Text Messaging and Instant Messaging on Literacy. English studies, 94(5), 582-602. https://doi.org/10.1080/0013838X.2013.795737
Verheijen, L. (2018). Orthographic principles in computer-mediated communication: The SUPER-functions of textisms and their interaction with age and medium. Written Language & Literacy, 21(1), 111-145. https://doi.org/10.1075/wll.00012.ver
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
Wood, C., Meachem, S., Bowyer, S., Jackson, E., Tarczynski‐Bowles, M. L., & Plester, B. (2011). A longitudinal study of children's text messaging and literacy development. British Journal of Psychology, 102(3), 431-442. https://doi.org/10.1111/j.2044-8295.2010.02002.x
Wray, D. (2015). An exploration of the views of teachers concerning the effects of texting on children’s literacy development. Journal of Information Technology Education. Research, 14, 271. https://doi.org/10.28945/2272
Yus, F. (2021) Smartphone commu
Publicado
2023-09-08
Cómo citar
Fernández-Juliá, O., & Gómez-Camacho, A. (2023). Textisms and textese: A systematic review. Revista Fuentes, 25(3), 305–317. https://doi.org/10.12795/revistafuentes.2023.23011
Número
Sección
Investigaciones
Licencia
Derechos de autor 2023 Olga Fernández Juliá, Alejandro Gómez-Camacho
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Revista Fuentes brinda acceso abierto inmediato a todo su contenido sobre el principio de que hacer que la investigación esté disponible de forma gratuita para el público para apoyar un mayor intercambio global del conocimiento.
De esta manera, el lector puede acceder a todos los contenidos de la revista desde el momento de la publicación sin coste ni obligación de suscripción.
Salvo indicación contraria, los artículos publicados en Revista Fuentes tienen licencia bajo el acuerdo de licencia internacional Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). Los autores retienen los derechos de autor y se permite a terceros copiar, distribuir y hacer uso de los trabajos siempre que cumplan con los términos y condiciones establecidos por dicha licencia
- citar la autoría y la fuente original de su publicación (revista, editorial y URL de la obra).
- No se usen para fines comerciales.
- Si remezcla, transforma o crea a partir del material, deberá difundir sus contribuciones bajo la misma licencia que el original.
Puede encontrar más información al respecto en https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es.
En el caso de trabajos publicados bajo una licencia diferente a la anteriormente mencionada (CC BY-NC-ND o CC BY-NC) los autores retienen los derechos de autor, permitiéndose su copia, distribución y uso de los trabajos siempre que cumplan con los términos y condiciones de la licencia correspondiente. Puede encontrar más información al respecto en https://creativecommons.org/licenses/?lang=es.
Recibido 2023-01-18
Aceptado 2023-05-26
Publicado 2023-09-08
Aceptado 2023-05-26
Publicado 2023-09-08
Visualizaciones
- Resumen 353
- PDF 233
- HTML 126
- EPUB 13
