Written language in social media and digital communication shorthand: a comparative study

Abstract

The emergence of Short Message Systems (SMS) dates to the 1980s. In recent years, technological advancements have played a significant role in the development of new language forms, now commonly known as digital communication shorthand (DCS). This mixed-method longitudinal study explored the perspectives of Grade 7 to 12 English First Additional – and English Home Language educators on the possible influence of DCS language forms on their learners' formal written language skills. Data was collected via an online Qualtrics questionnaire from educators across South Africa. The results indicated a perceived negative influence of DCS language forms on the learner’s formal written language skills. Furthermore, educators acknowledged their role in supporting the learners who display written language difficulties attributed to using DCS in their formal written language tasks. Extended research should explore ways educators can help these learners’ written language skills.