Investigating the use of text messages in mobile learning

Abstract

Nowadays, teaching and learning have been shifted from traditional classrooms to technology-supported learning environment. By offering a convenient, efficient and financially affordable information technology learning environment, mobile learning is a topic that is of considerable interest for education audiences owing to the pervasive nature of text messaging. This study investigated tertiary students’ use of text messaging in mobile learning and related areas such as their literacy levels and years of using text messages. Given the use of such technology in classrooms today, this study is timely and makes its contribution to what is naturally scant literature in this area. Data were gathered by way of a questionnaire and text message exercises. Fifty-three students participated in this study. The results shed light on whether or not text messaging is positively or negatively related to students’ self-rated reading and writing attainment. Also revealed is whether or not there are differences between students at different levels, that is, whether first-year undergraduate students use text messaging differently, and if so in what ways, than undergraduate students who are nearer the end of their studies and postgraduate students. This article offers insight into the implications of successful mobile learning upon a contemporary account of practices and how we educators might use text messaging in mobile learning.

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

“…Two articles reported on the same study (Geng, 2013 andGeng &Disney, 2013). As Figure 1 shows, there were between two and eight articles published each year, apart from 2007 when no relevant studies were located.…”

Academic Versus Non-academic Emerging Adult College Student Technology Use

“…For example, Cassidy et al (2011) focused their study of technology use and preference around library services. Other researchers narrowed their studies to specific technological resources, formats, or applications such as mobile/cellular devices (Baker et al 2012;Geng 2013); social networking sites (Subrahmanyam et al 2008); and online video use (Sherer and Shea 2011). Little research has examined the academic versus nonacademic contextual use of technology by emerging adult college students.…”

Exploring Pre-service Teachers’ Knowledge of and Ability to Use Text Messaging

“…Geng studied how the use of text messaging might positively or negatively influence the levels of literacy of tertiary students, especially in terms of their reading and writing abilities, and found that it was positively related to their reading and writing ability. Her study also showed that the students' translation of text abbreviations was significantly correlated with their reading and writing levels and that the students who rated themselves higher in reading and writing had more correct translations of the text abbreviations (Geng, 2013).…”

“…Moreover, as users of text messages, pre-service teachers discuss their studies or teaching practicum with mobile phones (Geng, 2013). As one of the fastest growing types of technologies (Geng, 2013;Plester, Wood & Bell, 2008;Reid & Reid, 2005), text messaging provides pre-service teachers with an inexpensive, fast-paced and convenient channel for communication.…”

“…Compared with standard traditional English, text messaging does not always follow the rules. For example, students may use 'LOL' to represent "laugh out loud/lots of love", and 'ASAP' to represent "as soon as possible" (Geng, 2013). Geng studied how the use of text messaging might positively or negatively influence the levels of literacy of tertiary students, especially in terms of their reading and writing abilities, and found that it was positively related to their reading and writing ability.…”