The effects of texting on students' spelling skills (Record no. 19887)

MARC details
000 -LEADER
fixed length control field 02184nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209141500.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Daccache, Jamayna Georges
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effects of texting on students' spelling skills
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 60 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The increase in popularity of text messaging and the use of textism, the abbreviated form of words, in 12-to-13-year-old students has raised concerns among teachers, parents, and the media about possible consequences on the students’ spelling skills. This study investigates the effects of being exposed to the correct spelling of words or to their textism on 12-to-13-year-old students’ spelling skills in four different Lebanese schools. Students were divided into two groups (control and experimental) and asked to complete a spelling pre-test and a spelling post-test consisting of thirty words. The control group was exposed to the correct spelling of words before completing their post-tests. On the other hand, the experimental group was exposed to the textism form of the words before completing their post-tests. Results showed that the students’ scores increased after being exposed to the correct spelling of words, whereas their performance decreased after being exposed to the words written in textism. Recommendations for further research include performing the same study with more than one exposure phase and spelling post-test and studying whether a certain form of textism helps students enhance their spelling
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم والتكنولوجيا
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education et la technologie
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ICT and Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102946">http://search.shamaa.org/FullRecord?ID=102946</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

No items available.