Exploring the link between adult literacy and textese: a multi-method approach

Khanam, R, Ofori, D.W and Naomee, I (2023) 'Exploring the link between adult literacy and textese: a multi-method approach.' International Journal of Private Higher Education, 1 (4). pp. 68-99. ISSN 2753-4901

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The research study aims to find the relationship between textese (using text messaging as a way of communication) and adult literacy. The study was mixed method in nature and was conducted on 60 participants from three different countries – the UK, Uganda, and Bangladesh. Participants of this study were selected conveniently from private and public HE institutions, whereas the countries were selected purposively. Past research on literacy and textese was based on English-speaking countries and school-aged children. This study thus focused on comparing adult participants from both English and non-English-speaking countries to test the hypotheses of the relationship between textese and adult literacy. The data was collected primarily through the survey (a questionnaire) in a quantitative phase, which was followed by a qualitative phase (semi-structured interviews) with 18 participants (6 participants from each country) from the 60 participants. The findings showed that a high rate of textese improves English speaking. However, over 63% of the non-English speaking participants’ scores on the two spelling tests (taken one week apart) declined due to exposure to textese. Textese has been shown to impact spelling, leading to poor writing skills for both English and non-English participants. However, the rise of textese with the utilisation of informative content has been accompanied by a comparative increment in related slang, images, and shorthand text during communication. Consequently, this consideration explores the relationship between textese, content informing, and grown-up education through the present media’s rumour.

Item Type: Article
Keywords: textese, spelling, adult literacy, formal writing, multimethod
Divisions: Bath Business School
Identification Number: https://doi.org/10.60166/RZOM3618
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Date Deposited: 14 Nov 2023 17:09
Last Modified: 14 Nov 2023 17:09
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/15825
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