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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching
Ramaoka, Sekgalabje Isaiah
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE RELATIONSHIP BETWEEN EXPOSURE TO TEXTISM AND SPELLING COMPETENCY Ramaoka, Sekgalabje Isaiah; Kekana, Tebogo Johannes; Montle, Malesela
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.7752

Abstract

The purpose of the study was to investigate the relationship between exposure to textism and spelling competency. A quasi-experimental research design was used to determine how the independent variable (exposure to textism) influenced the dependent variable (spelling competency). A purposive sampling technique was employed to select 92 Grade 10 learners for the study. A preliminary questionnaire was administered to gather information about the learners’ cell phone ownership and text messaging behavior, and to further divide the sample into Experiment and Control groups. The Experiment group comprised learners who owned a smartphone and participated in text messaging, while learners who did not own a cell phone and were not actively involved in text messaging were assigned to the Control group. Data collection involved a dictation exercise and a creative writing task. The results of the dictation task showed a positive correlation between exposure to textism and spelling competency. Participants in the experiment groups, who owned a smartphone and were actively involved in text messaging, outperformed those in the control group, who did not own a cell phone or participate in text messaging. However, the results of the creative writing task presented a mixed trajectory of findings. Although the Experiment group performed better than the Control group in terms of incorrect spelling frequency, wrong word/class usage, and word omission, they also registered a higher count of punctuation-based spelling errors, word-spacing errors, and textism forms.
GRAMMATICAL ERRORS MADE BY GRADE 10 LEARNERS WHEN WRITING ENGLISH DESCRIPTIVE ESSAYS Ramaoka, Sekgalabje Isaiah; Chauke, Titos
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.8892

Abstract

The aim of the study was to investigate grammatical errors made by learners when writing descriptive essays. 57 Grade 10 learners were purposively sampled to participate in the study. A preliminary assessment was conducted to inform the researchers’ selection criteria, and to ensure the selection of an information-rich learner sample that possessed participant qualities methodologically sought after by the researchers. The study adopted a qualitative research approach to allow the researchers to investigate the learners’ grammatical errors through a strategic administering of a descriptive essay writing task to elicit qualitative data from the sampled study participants. The sampled high school served as the case study site where an in-depth investigation of the grammatical errors made by Grade 10 learners when writing descriptive essays was carried out.  To collect data from the 57 sampled learners, a descriptive essay writing task was administered, whereby learners were required to write an essay of 500 words under invigilated classroom conditions. Corder’s Error Analysis model and Ellis’s Procedural Analysis were jointly applied to analyse the collected data.  Results of the study revealed that the participants committed grammatical errors that were categorised as sentence fragments, verb tense errors, concord errors, the use of contractions, sentence-initial conjunction, and inappropriate use of personal pronouns. These errors were mainly attributed to the influence of both the learners’ Sepedi home language and also their activity on social media platforms.
Co-Authors Chauke, Titos Kekana, Tebogo Johannes Montle, Malesela