Texting and Chatting Styles and Students’ English Spelling Proficiency: A Correlational Study

Judemil S. Comprado

doi:10.55927/eajmr.v4i10.389

Authors

Judemil S. Comprado Visayas State University Villaba

DOI:

https://doi.org/10.55927/eajmr.v4i10.389

Keywords:

Texting and Chatting Styles, Spelling Proficiency, Correlational Study, Visayas State University Villaba

Abstract

Digital communication fosters informal texting styles that, while convenient, may affect formal spelling proficiency. This study investigated the correlation between texting and chatting styles and spelling proficiency among first-year college students at Visayas State University Villaba. A total of 92 students participated in the study. A survey questionnaire measured the students’ texting and chatting habits, and the Test of Written Spelling Fourth Edition (TWS-4) assessed spelling proficiency. Results revealed that the students’ level of texting/chatting usage showed a mean of 3.04, interpreted as Oftentimes. Meanwhile, their spelling proficiency showed a mean of 2.28, interpreted as Moderately Low. Pearson’s correlation test revealed a negative moderate correlation (-0.5194), indicating that students who frequently engaged in informal texting/chatting styles tended to score lower on the spelling test. These findings suggest that while texting and chatting styles are common among youth in digital communication, they may negatively affect spelling proficiency. This can help educators understand how informal digital communication relates to language learning, though further research is needed to confirm causality.

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