Technology And Students' Writing Skills According To Recent

12technology And Students Writing Skillsaccording To The Recent Resea

According to recent research, approximately 80 percent of teenagers and children use smartphones, and many of them seek help at writing centers to correct their grammar and sentence structures due to deficiencies in their language skills. While technology has undoubtedly made daily life more convenient, it has also introduced challenges to students' writing abilities. This paper explores how technological advancements, particularly smartphones and social media, influence students' writing skills—highlighting both beneficial aspects and concerning drawbacks.

Technology has transformed communication patterns among young people. Most teenagers are active on platforms like Facebook, Twitter, and Instagram, preferring text messages over face-to-face interactions or phone calls. This shift toward digital communication fosters ease and immediacy but simultaneously leads to the neglect of traditional grammar rules. Consequently, many students develop habits such as abbreviating words or neglecting sentence structure, which can adversely affect their formal writing skills. While these platforms facilitate faster communication, they contribute to a decline in the mastery of correct language use.

The persistent use of smartphones and computers further exacerbates these issues. Devices like smartphones and laptops have evolved to incorporate features that autocorrect spelling and grammar errors automatically. For example, devices like the iPhone utilize autocorrect functions that fix misspelled words without user intervention, fostering dependence among students. According to Buchanan (2014), post-secondary students rely heavily on such technology, which leads to decreased proficiency in spelling and grammar as students tend to rely on autocorrect rather than learning proper language fundamentals. This dependence hampers their ability to recognize and correct errors independently, ultimately weakening their overall writing competence.

Shortcuts and abbreviations common in text messaging also influence students’ written language. Abbreviations such as "LOL," "BTW," or "U" for "you" become ingrained in students' communication practices, making it difficult for them to recall proper vocabulary and sentence structures. This linguistic shortcutting results in less exposure to and reinforcement of standard language rules. When students are required to write essays or academic papers, their reliance on informal language and shortcuts becomes apparent, leading to poorer performance and diminished writing skills. As Barrett (2016) notes, a significant proportion of students struggle to meet the minimum standards for language proficiency, a trend that correlates with increased social media and texting use.

The use of word processing tools like Microsoft Word also impacts students' writing development. While such tools help identify grammatical errors through underlining and correction suggestions, overreliance prevents students from developing the skill to self-edit and proofread their work independently. This technological aid fosters laziness or complacency, reducing the motivation to learn grammar rules and expand vocabulary. Fisher and Hegelheimer (2006) argue that while internet resources can be beneficial for language learning, students tend to use them for communication and entertainment rather than targeted grammar practice.

Furthermore, the frequent use of social media platforms accelerates the decline in proper grammar and vocabulary. Students habitually use shortcuts, colloquialisms, and informal expressions in online communication, which often results in errors or unconventional language structures. Kelly (2012) reports that the rise of social network sites like Facebook and Twitter has contributed to a rise in students’ inability to write correctly, with many disregarding proper sentence construction and spelling—for reasons primarily rooted in convenience and peer pressure to conform to colloquial language norms.

Dependence on social media and smartphones not only fosters poor grammar habits but also contributes to a phenomenon known as "smartphone addiction." This reliance on mobile devices often replaces face-to-face interactions, leading to limited practice in verbal and written communication. Chatting via mobile devices tends to prioritize speed and brevity over accuracy, which diminishes students’ appreciation for the importance of grammatical correctness and vocabulary mastery. As Weller (2014) discusses, this addiction can result in decreased overall language proficiency, impacting academic performance and future communication skills.

Despite these drawbacks, technology offers some advantages for language learning. For example, Fisher and Hegelheimer (2006) highlight that internet-based tools provide valuable resources for English language learners, enabling them to learn grammar and improve writing skills through interactive exercises and guided practice. These digital tools can make language acquisition more accessible and engaging, especially for students learning English as a second language. However, the effectiveness of such tools depends on students' ability to focus on learning objectives rather than using the internet solely for social interaction.

In conclusion, while technological advancements have significantly improved communication efficiency and accessibility, they pose considerable challenges to developing strong writing skills among students. The reliance on autocorrect features, shortcuts, social media platforms, and the pervasive use of smartphones can diminish students' proficiency in grammar, spelling, and vocabulary. To mitigate these negative effects, educators should incorporate digital literacy and language mastery into curricula and encourage students to balance technological use with traditional language learning practices. Developing self-regulation and emphasizing the importance of formal writing standards are essential in ensuring that technology serves as a tool for enhancement rather than a hindrance to language development.

References

• Buchanan, C. B. (2014). Could Texting and Autocorrect Affect Kids' Writing Skills? ScienceDaily. Retrieved from https://www.sciencedaily.com
• Fisher, D., & Hegelheimer, V. (2006). Grammar, Writing, and Technology: A Sample Technology-supported Approach to Teaching Grammar and Improving Writing for ESL Learners. CALICO Journal. Retrieved from https://calico.org
• Kelly, S. (2012). Texting, Twitter Contributing to Students' Poor Grammar Skills, Profs Say. The Globe and Mail. Retrieved from https://www.theglobeandmail.com
• Weller, C. (2014). Can Texting Ruin A Child's Grammar And Spelling? Medical Daily. Retrieved from https://www.medicaldaily.com
• Barrett, V. (2016). Students' Writing Skills in the Age of Social Media. Education Journal.
• Kelly, S. (2012). Texting, Twitter Contributing to Students' Poor Grammar Skills, Profs Say. The Globe and Mail. Retrieved from https://www.theglobeandmail.com
• Cingel, D., & Sundar, S. S. (2012). Texting, Techspeak, and Tweens: The Relationship between Text Messaging and English Grammar Skills. New Media & Society. Retrieved from https://journals.sagepub.com
• Hegelheimer, V., & Fisher, D. (2006). Grammar, Writing, and Technology: A Sample Technology-supported Approach to Teaching Grammar and Improving Writing for ESL Learners. CALICO Journal. Retrieved from https://calico.org
• Weller, C. (2014). Can Texting Ruin A Child's Grammar And Spelling? Medical Daily. Retrieved from https://www.medicaldaily.com
• Fisher, D., & Hegelheimer, V. (2006). Grammar, Writing, and Technology: A Sample Technology-supported Approach to Teaching Grammar and Improving Writing for ESL Learners. CALICO Journal. Retrieved from https://calico.org