English Major Students' Text Messaging Practices in Discourse Production: Language Proficiency Progression vs. Regression

Abstract

This research investigates the impact of text messaging on language proficiency among English major students, particularly in discourse production. It aims to identify factors contributing to language progression or regression in students using text messaging for communication. Objectives include examining the relationship between text messaging frequency and language errors and investigating the effect of text messaging on language development. Adopting an epistemological approach, the study utilizes qualitative data analysis. Limitations involve a small sample size of fifteen English major students and one group chat. Findings reveal that text messages often mimic spoken language, facilitating friendly connections. The language used is understandable and suitable for communication purposes. Text messaging introduces abbreviations, acronyms, and new lexical forms, shaping contemporary communication practices. While some research participants argue that text messaging may hinder language proficiency, others see it as language creativity and adaptation. The influence of text messaging on language evolution remains an ongoing process that needs further research.