INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE
___________________________
A Thesis
Presented to the Faculty in Communication and Leadership Studies
School of Professional Studies
Gonzaga University
___________________________
Under the Supervision of Dr. Carolyn Cunningham
Under the Mentorship of Professor Giovanni Caputo
_________________________
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Communication and Leadership Studies
___________________________
By
Thomas W. Fish
December 2015
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 2
We the undersigned, certify that we read this project or thesis and approve it as adequate in scope
and quality for the degree Master of Arts.
__________________________________________________________________
Faculty Reader
Gonzaga University
MA Program in Communication and Leadership Studies
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 3
Abstract
This study analyzed the perceptions of secondary education teachers on the use of Internet Slang
by their high school students. The researcher analyzed educators’ perceptions in order to answer
what teachers’ thoughts were on the use of Internet Slang being introduced into secondary
education academic assignments. Additionally, were there negative or positive effects from the
use of Internet Slang via texting, social media, and messaging on the writing skills of students?
A literature review and a qualitative applied research approach with the use of document analysis
via an open-ended survey were the methods for this study. This assisted the researcher in
understanding the opinions, motivations, and reasoning of the educators to further develop ideas
and hypotheses for follow-up studies. Additionally, to understand the opinions of educators,
Concept Mapping was utilized with a mix of Word and Code-Based approaches to interpret the
qualitative data. The results of this study began with a look at previous research conducted by
Lenhart, et al. (2008) & Ochonogor et al. (2012) where both studies found secondary education
students were using Internet Slang on academic assignments and in the classroom. Results of
this study show Internet Slang is in fact being used by students in the classroom and found in
academic work. Social Presence and Media Richness Theories assisted in understanding Internet
Slang use, via educators’ opinions, by determining how educators perceived students as real and
how they perceive a message using Internet Slang. Online devices have now changed the face of
social presence and teens have developed their own language through the use of Internet Slang.
This medium has changed the way teenagers act. The majority of schools, in this study, are
allowing students to use their personal devices. Schools are purchasing devices which allow the
ability to enable students to change understanding of the English language, and educators are
learning to interpret the way students use Internet Slang.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE
Table of Contents
Chapter 1: Introduction
Introduction........................................................................................................................
Importance of Study...........................................................................................................
Statement of the problem...................................................................................................
Definition of terms.............................................................................................................
Organization of remaining chapters...................................................................................
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Chapter 2: Review of the Literature
Philosophical Assumptions………………………………………………………………. 10
Theoretical Basis…………………………………………………………………………. 12
The Literature…………………………………………………………………………......14
Research Rational……………………………………………………..…………………. 17
Research Question……………………………………………………………………….. 18
Chapter 3: Scope and Methodology
The Scope of the Study…………………………………………………………………... 20
Methodology of the Study……………………………………………………………...... 20
Data Analysis…………………………………………………………………………...... 25
Ethical Considerations…………………………………………………………………… 26
Chapter 4: The Study
Introduction……………………………………………………………………………… 29
Results of the Study…………………………………………………………………....... 30
Discussion……………………………………………………………………………….. 38
Chapter 5: Summaries and Conclusions
Limitations of the Study…………………………………………………………………. 44
Further Study and Recommendations…………………………………………………… 45
Conclusions……………………………………………………………………………… 46
References……………………………………………………………………………….. 48
Appendix A: Thesis Study Website……………………………………………………...
Appendix B: Interview Survey Questions……………………………………………….
Appendix C: Respondents Answers……………………………………………………..
Appendix D: Respondents Answers……………………………………………………..
Appendix E: Respondents Answers……………………………………………………..
Appendix F: Respondents Answers..................................................................................
Appendix G: Respondents Answers.................................................................................
Appendix H: Respondents Answers.................................................................................
Appendix I: Respondents Answers...................................................................................
Appendix J: Respondents Answers...................................................................................
Appendix K: Internet Terms.............................................................................................
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INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE
5
Chapter 1: Introduction
Introduction
The origin of Internet Slang can be traced back to the year 1975, which was long before
the beginning of the Internet itself. The Jargon File (1975) began in Stanford University’s
Artificial Intelligence computer lab to define computer hacker terms (p. 1). The Jargon File
(1975) further explains that “hacker culture” began the use of slang, “among hackers, though,
slang has a subtler aspect, paralleled perhaps in the slang of jazz musicians and some kinds of
fine artists but hard to detect in most technical or scientific cultures; parts of it are code for
shared states of consciousness” (p. 2). Preece (2001) spoke of the Internet as a place that allows
people to communicate without distance being a determining factor for the utterance, and where
they can share common beliefs through the Web (p. 29). Social media platforms, such as
Facebook, are one of many web areas where people develop communities and form new ways of
interpreting communication such as teens are doing today to communicate with each other.
The Cambridge Online Dictionary defines slang as “Very informal language that is used
especially in speech by particular groups of people and which sometimes includes words that are
not polite” (“Slang”, 2015). Social networking has allowed these communities to develop their
own language (Tellaria, 2012, p. 2). Further, Internetslang.com is a website that tracks and
defines over 9,000 currently used Internet Slang terms and also tracks the top 10 trending terms
(Internetslang.com, 2015). This makes it easy for teens today to understand and reference the
Internet Slang language for their community.
There is literature that discusses the use of Internet Slang in the classroom and on
academic assignments. In studying the topic of Internet Slang usage, the opinions of teachers
have been found on both sides of the issue. There have been debates amongst teachers and
scholars regarding the effects of Internet Slang used in secondary education (Krupnick, 2010;
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 6
Tilley, 2009). According to a Nielsen poll conducted in late 2008, teens in the United States
send and receive, on average, 80 texts daily, a number that doubled in only one year. (Tilley,
2009, p. 2). Brown, Campbell, & Ling (2011) have noted that teens primarily use smartphones
for texting and less for voice calling, pictures, music, and video (p.145).
Researchers are beginning to define effects of the use of Internet Slang -via text
messaging - on secondary education, and some researchers are finding negative results between
the use of Internet Slang in text messages and tests results on academic assignments (Cingel &
Sundar, 2012, p. 1). Some students appear to be addicted to using Internet Slang in their
academic school assignments, and they have been observed to have trouble switching from “text
slang” during examinations to the proper use of English Grammar (Ochonogor, Alakpodia, &
Achugbue, 2012, p.4). In other studies, teens feel that texting gives them a sense of immediacy
of the conversation and take great pride in being able to type fast (Lenhart, Arafeh, Smith, &
Macgill, 2008, p. 74).
Texting plays an increasingly prominent role in the lives of teenagers today, and this role
is not without its controversy (Tilley, 2009). Ling, Bertel, & Sundsoy (2011) mention in their
study of the socio-demographics of texting how prominent texting is for teens “Same-aged
persons, 16 to 22 years old, send and receive on average almost 60 times more texts than one
would expect were texting evenly distributed through society” (p. 6). Their study further
clarifies that 19 year olds text 80 times more within their generation and by comparison those
over the age of 70 text 0.01 times amongst their age group (Ling, Bertel, & Sundsoy, 2011, p. 6).
Yardi & Bruckman (2010) give us a look into the social life of a teen with this statement “The
frequency of texting has overtaken that of every other common form of interaction with their
friends” (p. 1). With the advent of Internet Slang the English language is changing with its use.
Further study needs to be conducted to understand Internet Slangs effects on teens writing skills
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 7
and the perceptions of teachers as witnesses of its use by their students. Internet Slang examples
and their definitions can be found in Appendix K of this thesis for additional understanding.
Importance of this Study
“James Billington, the Librarian of Congress, was right when he recently suggested that
young Americans’ electronic communication might be damaging the basic unit of human thought
– the sentence” (Madden et al., 2013, p. 1). When a librarian at the Library of Congress
identifies a problem with the sentence because of electronic communication, his concerns should
be addressed. Lenhart et al. (2008) and Ochonogor, et al. (2012) have identified that secondary
students, from the ages of 12 to 17, generally do not see a problem with the use of internet slang,
and these students do not realize that, at times, they are placing this internet slang into their
academic work (p. 29 & p. 4).
Statement of the Problem
There is a language of today that has grown in popularity with the age of computers,
smart phones, and social media platforms. Internet slang has been used by many on line
communities and has changed vernaculars through many of these communities during the years
of the information highway’s lifespan. Referring to language such as ROTFL (Rolling on the
floor laughing), and the popular OMG (Oh my God), to name a couple of examples, within an
extensive library of terms brought about by internet communities.
This internet slang has impacted secondary education with teachers and scholars
concerned with the writing skills of today’s youth. Studies have shown that electronic devices of
today are hindering the literacy rate of secondary education students (Madden et al., 2013). It is
important that the use of Internet Slang be studied to determine its effects on secondary
education students’ writing skills and how Internet Slang affects the English language today.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 8
Definition of Terms Used
This thesis has significant terms that will be used throughout, and some definitions may
be left up to interpretation by the reader. These thesis definitions are as follows:
Internet Slang: Internet slang consists of slang and acronyms that users have created as an effort
to save keystrokes. Terms have originated from various sources including Bulletin Boards, AIM,
Yahoo, IRC, Chat Rooms, Email, Cell Phone Text (Internetslang.com, 2015).
Face-to-Face: Communication where there is physical interaction via eye contact, facial
expression, and body language cues being sent back and forth between sender and receiver
(Begley, 2004).
CMC: Is inherently impersonal because of verbal and nonverbal cues being filtered out of CMC
via the use of social media devices (Jacobson, 2007).
Communitarianism: Theoretical perspective that seeks to lessen focus on individual rights and
increase the focus on communal responsibilities (Bennett-Woods, 2005).
Concept Mapping: A method diagram utilized to depict suggested relationships between two
concepts (Jackson & Trochim, 2002).
Generation Z: Born 1995-2012. While not much is known about this generation yet, knowledge
is known about the technological environment they are growing up in today. They are in our
high schools today (Singh, 2014).
Media Richness: Theory in the field of communication when examining how and why members
of an organization select a particular media to communicate with other people or institutions
(Fernandez et. al., 2013).
Social Presence: Theory in the field of communication where media differ in their degree of
social presence and that these differences play an important role in how people act (Short,
Williams, and Christie, 1976).
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 9
Organization of Remaining Chapters
Chapter two will provide the literature review and a background into the study of Internet
Slang and its effects on secondary education students. Additionally, this chapter provides a
philosophical and theoretical basis utilizing Social Presence and Media Richness Theories as
well as a look at Communitarianism as a philosophical basis. Chapter three is the scope and
methodology of the study conducted. A qualitative analysis was conducted via the use of openended surveys to gain understanding of educators’ perspective on the use of Internet Slang by
their secondary education students. Chapter four will reveal the results of the study where a
detailed analysis was conducted on the opinions of the educators. This chapter concludes with a
discussion and analysis of said data. Finally, chapter five summarizes the study and provides
insight to the researcher’s limitations, a discussion on further studies that could follow this study,
recommendations for additional studies, and a conclusion of the findings of the study.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 10
Chapter 2: Literature Review
Philosophical Assumptions
Using social media, individuals can create a message and share it with those within a
community. This is in hopes that it becomes a subject of discussion with those who receive the
message. This is a very different interaction than face-to-face communication where there is
physical interaction via eye contact, facial expression, and body language cues being sent back
and forth between sender and receiver. Begley (2004) expresses, “Face-to-Face communication
remains the most powerful human interaction and as wonderful as electronic devices are, they
can never fully replace the intimacy and immediacy of people conversing in the same room” (p.
3). Teens of today have embraced the technology at hand using their social media devices to
interact, and they have formed their own community - with their own vernacular: Internet Slang.
Communitarianism is a “theoretical perspective that seeks to lessen focus on individual
rights and increase the focus on communal responsibilities” (Bennett-Woods, 2005, p.32).
Newman and Zoysa (1997) mention community and can give us some light into this
community/culture of teens “it is hoped that individual community members can regain control
over their lives and localities from the encroaching central state” (p. 629). Teenagers are a
community, and many teens have heard how oppressive, controlling, and untrustworthy adults
can be over their lives. Lenhart (2012) states, “mobile phone providers have begun to offer
parental controls to allow parents to manage or constrain their child’s mobile phone use” (p. 9).
Schools have also tried to suppress the use of mobile phones on school grounds. Thomas,
Orthober, and Schultz (2009) remark on schools and banning mobile device use on school
campus: “When cell phones first appeared almost a decade ago, most school systems in the
United States banned them from school grounds. After the Columbine tragedy, however, schools
reluctantly acquiesced to parental pressure to allow phones back in schools” (p. 55).
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 11
Seyla Benhabib, a Turkish-American philosopher, provides us a lens into communities,
through a communitarian critique, stating a possibility that, “instead of reaching a consensus on
how everyone should act, interacting individuals can align themselves with a common good” (as
cited in Griffin, Ledbetter, & Sparks, 2014, p. 508). This common good would be the culture
and community that teenagers throughout the generations have formed. Within each generation
teens have dressed the same, talked the same, communes within the same activities, and within
this generation have developed their own form of online speech with the use of mobile devices
and social media platforms. Madden, Lenhart, Duggan, Cortesi, & Gasser (2013) express mobile
use of this generation “In many ways, teens represent the leading edge of mobile connectivity,
and the patterns of their technology used often signals future changes in the adult population” (p.
3).
Benhabib (as cited in Griffin, et al., 2014, p. 508) further speaks of regarding people as
disembodied moral agents. This can be interpreted from the social norms in which adults think
teenagers act: i.e., a mother or father telling their teen to sit up, speak clearly, or use proper
English when speaking. Benhabib insists, “that any panhuman ethic be achieved through
interaction with collective concrete other (ordinary people who live in community) rather than
imposed on them by a rational elite” (as cited in Griffin, et al., 2014, p. 508). So, it stands to
reason that teenagers form solidarity through social networks to distance themselves from
rational elites such as adult governance over teenagers.
If teenagers feel alienated, suppressed, or are told they are childish; then a communitarian
philosophy would bring teenagers together, and they would form their own ways of
communicating, e.g., social media, use of Internet Slang, sharing snap shots of a moment in time
with the use of Instagram, etc.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 12
Theoretical Basis
Social Presence Theory, developed by Short, Williams, and Christie (1976), explained
the effect telecommunications media can have on communications. They theorized that
communication media differ in their degree of social presence and that these differences play an
important role in how people act (p. 65). Before the advent of computers, teenagers would spend
hours on the telephone. In contrast, today they spend hour after hour texting one another.
Online devices have now changed the face of social presence where teens now have developed
their own language through the use of Internet Slang, and this medium has changed the way
teenagers act.
In this fast-paced world, one thing has not changed: the need to be socially accepted by
other human beings. This is no different for teens. Lenhart, et al. (2008) stated, “The vast
majority of teens have eagerly embraced written communication with peers as they share
messages on their social networks” (p. 2). On a continuum of social presence, face-to-face
would be considered to have the most social presence, followed by written, and then text-based
communication the least.
Research has shown that Computer Mediated Communication (CMC) is inherently
impersonal because of verbal and nonverbal cues being filtered out of CMC via the use of social
media devices (Jacobson, 2007, p.365). Jacobson (2007) provides an example:
Common ground and relational cultures constitute contexts in which meaning is
attributed to CMC. That familiarity with interlocutors or correspondents makes a
difference in the ways in which people interpret IM messages is evident in the
following exchange. One informant (Joe) used the phrase "please kill me" as an
exaggeration in a time of stress-specifically, in the situation of writing a paper for a
class. Joe's acquaintances and friends understood the expression in different ways, a
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 13
reflection of the differences in their knowledge of his habits and style. (p. 365)
Ochonogor et al. (2012), from their study, stated, “it is clear that the majority of the
students do not know when they make use of slangs or chat room language even when they write
a formal text to their lecturers. 215 (66.36%) of the respondents said they text in a constructive
manner while 104 representing 32.10% said they use text slang in their writing” (p. 2). This
study has shown with the use of Social Presence Theory that these secondary students did not
know how to act when it was time to write a formal paper, and they also did not know when or
how to switch from Internet Slang to formal writing.
Media Richness Theory has been one of the most predominant theories in the field of
communication when examining how and why members of an organization select a particular
media to communicate with other people or institutions (Fernandez et. al., 2013, p. 3). This
theory was created by Daft and Lengal (1986), and the theory states that all communication
media vary in their ability to enable users to communicate and change understanding. “Richness
is defined as the potential information – carrying capacity of data” (Daft & Lengel, 1986, p.
196). Tilley (2009) wrote, “Texting plays an increasingly prominent role in the everyday lives of
young people, and that role is not without controversy” (p. 1). Teenagers are using the
technology of today and have allowed the use of today’s media devices to change their
understanding of the world. Teenagers have developed a communal society world view with the
use of Internet Slang being the core of their language.
Texting and the use of Internet Slang has become the norm among secondary education
students, and these theories help to explain the shift in the thinking of secondary education
students, where Internet Slang is a rich media form of communicating. Internet Slang, in fact,
may be hurting their writing skills in their academic work. This will show that the students may
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 14
not be able to distinguish/switch between the rich media and high school academic writing so
easily.
The Literature
A study was conducted on the use of Internet Slang and its effects on secondary
education by the Pew Internet & Life Project (Lenhart, et al., 2008, p. 1). The researchers
conducted telephone interviews with national representatives of 700 samples on secondary
education students ages 12-17, and the study also included their parents. Lenhart, et al. (2008)
developed a list with several questions:
How do teens define writing? How does writing fit into their lives? What role do
electronic technologies such as computers and cell phones, or communication platforms
such as email or online social networks, play in the writing process? Do teens consider
their electronic communications to be writing, or think that they have an impact on the
quality of their writing overall? What do teens find enjoyable about the writing they do
for school and personal reasons outside of school? What are teens’ experiences with
writing instruction? What suggestion do teens have for ways that schools could improve
writing instruction and the experience of learning to write? (p. 2)
The premises behind this study were to fill a gap about the controversy of the use of
Internet Slang among teenagers, which was to hear from the students themselves. A total of
eight focus groups were also conducted in four cities (Southwest, Northeast, Midwest, West
Coast) with boys and girls ages 12-17 (Lenhart, et al., 2008, p. 2). This showed that the
researcher used both the qualitative and quantitative methods to establish findings. Results
showed teens 50% of the time used informal writing styles on their class assignments, and 38%
stated they used shortcuts such as LOL (Laugh Out Loud) on class assignments (Lenhart, et al.,
2008, p. 3).
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 15
A study conducted by the Department of Library and Information Science, Delta State
University, Abraka researchers calculated the impact of text slang or chat room slang on
secondary students’ academic performance in a Nigerian secondary school (Ochonogor et al.,
2012, p. 1). Using the descriptive survey method researchers administered 330 questionnaires
with 324 found usable; the six unaccounted for were not filled out properly (Ochonogor et al.,
2012, p. 2). Further, it was observed that students do in fact send messages during class with a
99.38% finding. Students did show a shortfall in English writing skills, and when asked if
students should stop texting in school, 89% said they would not want texting to stop. As well,
63.36% of the students agreed that it would be good to use proper English in their text messaging
(Ochonogor et al., 2012, p. 3). The study concluded that Internet Slang did, in fact, affect
students in their study. Also it was determined that Short Message Service, Instant Messaging,
and Black Berry Messaging were being used in their classroom assignments. Researchers
believed that even though the students knew using Internet Slang in academic work was not
appropriate, they did it anyway, showing the researchers that the use of Internet Slang is a
possible addictive behavior (Ochonogor, et al., 2012, p. 3).
These two studies revealed that Internet Slang is, in fact, being used by secondary
education students in classrooms and in their academic work. It is interesting to note that the
word “addiction” was used in the Nigerian study. Neither study was grounded in theory, but
these studies did find similar results in establishing that texting and the use of Internet Slang is,
in fact, happening in secondary schools. The Pew Study answered and filled a needed gap with
regards to finding out what the students actually thought. The Nigerian study and the Pew study
both identified a negative impact on the English language via the use of Internet Slang.
There are also comparisons to the idea that mobile devices are affecting students’ writing
performance in a negative manner. There are studies that show mobile devices assist the
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 16
learning of students. Carter (2014) has studied the impact of mobile devices on student
performance and their post-test results with the use of media devices in the classroom (p.3). He
states, “Implementation of one to one computing (1:1) devices in an agriscience classroom has
the potential to have a positive impact on student post-test performance due to easier access to
information and increased student motivation” (p. 6). Further, his results showed, “As a whole,
the data gathered from these methods indicated the implementation of 1:1 technology had a
significant positive impact on all four of the measured outcomes and was a positive experience
for both students and teachers” (Carter, 2014, p.8). It is noted that this study was conducted in a
controlled environment where the students were monitored and the mobile devices were used for
academic work and not for a social aspect with the use of Internet Slang. Nonetheless, the use of
mobile devices in the classroom, for academic studies, has been proven effective in teaching our
teens today.
Purcell, Buchanan, and Friedrich (2013) conducted a survey of 2,462 Advanced
Placement and National Writing Project teachers where they too found some positive results in
the use of digital tools and the effects on the students’ writing skills (p. 2). Purcell et al. (2013)
continue with positive statements from teachers, “These teachers see the Internet and digital
technologies such as social networking sites, cell phones, and texting, generally facilitating
teens’ personal expression and creativity and broadening the audience for their written material”
(p.2). Reading further into the Purcell et al. (2013) study does reveal a warning though:
“Teachers describe the unique challenges of teaching writing in the digital age, including the
‘creep’ of informal style into formal writing assignments” (p. 2).
These studies show opposing views and opinions about the use of social media devices in
the classroom. The general consensus of the educators that feel its use is positive; still warn if
not monitored, Internet Slang will be found in academic writing assignments.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 17
Research Rationale
“James Billington, the Librarian of Congress, was right when he recently suggested that
young Americans’ electronic communication might be damaging the basic unit of human thought
– the sentence” (Lenhart, et al., 2008, p. 2). Having the librarian at the Library of Congress
identify a problem with the sentence because of electronic communication should be addressed.
Lenhart, et al. (2008) and Ochonogor, et al. (2012) have both identified secondary students
generally do not see a problem with the use of Internet Slang, and these students do not realize
that, at times, they are placing this internet slang into their academic work (p. 29 & p. 2).
Though the research is not extensive into this field of study, it does require an empirical
look so that the institution of English writing can be maintained as sovereign and whole. The
purpose of this research is to bring to light, no, bring to the forefront an identified problem that
internet slang may be affecting the writing skills of our secondary students. Tilley (2009) quoted
Jennifer Lee, who stated in the New York Times in 2002:
To their dismay, teachers say that papers are being written with shortened words,
improper capitalization and punctuation, and characters like &, $ and @.Teachers have
deducted points, drawn red circles and tsk-tsked at their classes. Yet the errant forms
continue (p. 2)
Internet Slang and the social media platforms of today have been noted to affect the
writing skills of our youth. Additionally, this study wishes to take a qualitative approach to the
issue by addressing the educators of secondary education. Finding out what the educators’ point
of view is will establish one of the following: A majority thought there is a problem, or a
majority thought it is not a problem, or this may not be an issue at all. Once the data is analyzed,
this study can come to a conclusion on what the thoughts of the educators are.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 18
Using Social Presence and Media Richness theories described earlier, this study’s
findings will be used to identify that Internet Slang could be a factor in the degraded writing
skills of our youth, and the study further will articulate the need for more empirical research
needed. In regards to Social Presence, this study will help to understand the perceptions of the
educators’ perspective and will answer the following question. Does Internet Slang in fact cause
the educator to perceive if the students are a real person in mediated communications and to what
degree? Additionally, this study will look at the language variety that Internet Slang provides.
Media Richness theory will assist in understanding the perception of the educator in how they
interpret a message when a student uses Internet Slang. This study could develop into
empowering our teachers with the knowledge to combat the effects of Internet Slang on the
writing abilities of the youth today.
Research questions
Research has begun on the effects from texting within our secondary education
classrooms. There is little empirical evidence that Internet Slang is actually affecting the writing
skills of teens, but there has been evidence found that there is an effect on teen writing skills with
the use of Internet Slang being found in academic assignments. This issue is not fully developed
into a mainstream problem, and more exploratory research needs to be conducted to understand
basic facts, settings, and concerns of the teachers, as well as the students.
In reference to the literature review, Social Presence and Media Richness Theories will
assist in understanding if Internet Slang is an issue for educators by determining if students are
perceived as real with the use of Internet Slang and how educators perceive a message using
Internet Slang. The opinions of the educators on this issue need to be defined to develop the basis
of Internet Slang’s effects on secondary education writing skills. Qualitative data must be
gathered on students’ academic assignments in order to identify the crossover of the use of
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 19
Internet Slang in secondary education’s academic work. Identifying the actual usage of
crossover will enhance the definition of the problem of the use of Internet Slang in the English
language. The following questions will be addressed to educators of secondary education
students to understand the use of Internet Slang and its effects on secondary education student’s
writing skills. This study proposes the following research questions:
RQ1: What are teachers’ thoughts about the use of Internet Slang being introduced into
secondary education academic assignments?
RQ2: What are the negative or positive effects, known to teachers, from the use of
Internet Slang via texting, social media, and messaging on the writing skills of
students?
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 20
Chapter 3: Scope and Methodology
The Scope of the Study
Teenagers are using Internet Slang and this language is finding its way into academic
assignments in schools across the United States. This study focuses specifically on the educators
of secondary education and their opinions. It is the educators that guide our children within the
confines of the classroom. They see, firsthand, our children’s’ development with respect to
writing skills and any new elaborations the teenage culture brings to academic assignments.
Educators’ opinions will be sought after to give the researcher an understanding if Internet Slang
usage is a problem or not today.
Students were excluded from this study. By concentrating the focus of the study on the
opinions of educators, a narrow emphasis was maintained on the issue of Internet Slang usage.
Since there was an abbreviated window for data collection (due to thesis requirements and
deadlines) a major factor in determining if the educators believe the issue is a problem or not was
constricted by the amount of opinions that was collected within such a short window.
A qualitative survey was sent to educators across the United States through the use of social
media platforms, educators’ social blogs, personal emails, and directly to school administrators
via a website which can be found at the following URL
http://thomasfishthesisproject.weebly.com/ (Appendix A). The website presents a background as
to why the study was conducted. Additionally, the website directed those who took the survey to
the qualitative survey questions via Survey Monkey.
Methodology of the Study
The research method for this study was a qualitative applied research method with the use
of document analysis via an open-ended survey. Guest, Namey, & Mitchell (2013) mention,
“Surveys will yield useful information regarding prevalence and variation of certain variables
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 21
within a population and an advantage of using open-ended questions is that one can get
information not anticipated by the researcher” (p. 21). Neuman (2012) explained applied
research as: “When we do applied research we address a specific concern, and they offer
practical results that we can use within a year or less” (p. 27). Further, document analysis
allowed the researcher to interpret survey answers, first person accounts, and lent meaning to the
opinions of the educators. The research data, upon the interpretation of all document analysis,
has provided teachers and educators results which they could utilize to better understand the
thoughts and opinions of other educators within this one study. This study created a
collaborative voice of the issue of Internet Slang and its impact on secondary education students
via the opinions of our educators across the United States.
Guest et al. (2013) state, “Qualitative research allows for the inclusion of many different
kinds of data collection and analysis techniques, as well as the diversity of theoretical and
epistemological frameworks that are associated with qualitative research” (p. 3). Generally, a
question was asked in this research method to determine how well something works. In this
research study the data from educators was observed, to answer the research questions to find out
if Internet Slang usage in and outside of a classroom affected secondary education writing skills
positively or negatively. Qualitative document analysis assisted the researcher in understanding
thought and opinion to describe the problem, and the researcher utilized qualitative data to
compare against other studies to find specific events that happen with the use of Internet Slang in
the classroom.
Qualitative data with the use of document analysis was utilized by the researcher to gain
a definition of the use of Internet Slang and its effects on the writing skills of secondary students.
Additionally, a qualitative applied research approach assisted the researcher in understanding the
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 22
opinions, motivations, and reasoning of the educators to further develop ideas and hypotheses for
follow-up studies that could drive quantitative research.
RQ1: What are teachers’ thoughts about the use of Internet Slang being introduced into
secondary education academic assignments? RQ1 was addressed with the use of an applied
qualitative document analysis method of research. This question addressed the thoughts of the
educators who bring the knowledge to the students. They have firsthand knowledge of the use of
Internet Slang usage in the classroom. Neuman (2012) mentioned this about qualitative research:
“A first difference originates in the nature of the data itself, soft data (i.e., words, sentences,
photos, symbols)” (p. 165). This soft data via the study of teachers’ opinions assisted in the
understanding of the problem according to the educator. Survey questions were asked to
educators, from across the United States, to define what they believed to be the problem with the
use of Internet Slang in the classrooms. The researcher asked these educators to voluntarily
participate in the study. Conducting applied research of RQ1 also caused a new hypothesis and
described details within the theories of Social Presence and Media Richness (Neuman, 2012, p.
166). This will be described in Chapter 4.
RQ2: What are the negative or positive effects, known to teachers, from the use of
Internet Slang via texting, social media, and messaging on the writing skills of students? RQ2
was conducted with the use of an applied qualitative document analysis research method.
Though the literature review section defines some of the problems with the use of Internet Slang
on secondary education’s academic assignments, the researcher identified that there needed to be
more defined qualitative data of this actually happening. This study could drive an empirical
study of the impacts of Internet Slang on the writing skills of secondary education students.
Further, within the literature review, there is a hypothesis that Internet Slang is, in fact,
affecting our secondary education students’ writing skills. Again, a quantitative analysis was not
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 23
be used for this study, keeping in sync with Neuman (2012) on the use of qualitative research,
who states: “Qualitative data is more precise and meaningful, instead of deficient, meaning that
is trying to convert social life into variables and numbers” (p.175). The study heard the opinions
of the teachers who are in the classrooms, and by their experience the researcher received these
accounts and better understood what educators’ beliefs are of the issue of Internet Slang usage.
Those who chose to participate in the survey were directed to a website before taking the
survey. The above website describes the problem of Internet Slang used by secondary education
students. The interviewers read about the problem and could choose to select and be directed to
descriptions of the problem with the use of Krupnick (2010) and Tilley (2009) articles.
Additionally, the reader viewed a brief bio on the researcher conducting the study. This allowed
for a more personal view to why this study was conducted.
Then the interviewee had an opportunity to select to take the survey. If the interviewee
required more information before taking the survey, they further read about the importance of the
study via the thesis website. There the interviewer could also review the study’s research
questions and a definition of the term Internet Slang. The website clearly stated that the
researcher and study were trying to understand the educators’ perspective on the usage of
Internet Slang in the classroom, and with specifics of Internet Slang being found on academic
assignments. Finally, the interviewee was directed, again, to click on a link if they wished to
take the survey.
The intent in developing a website that precedes the survey was an attempt to give the
educator an understanding of the problem, and they were additionally afforded the opportunity to
give their opinions to the study. In doing so, the website assisted and kept in line with a
qualitative approach of research, emphasizing a statement from Neuman (2012): “A qualitative
approach to a study allows for interpretation of cultural meaning” (p. 165). The opinion of the
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 24
educator, with respect to the secondary students’ use of Internet Slang, was the lens by which the
researcher gained an understanding of the educators’ perspective on this association.
Once the interviewee read the information about the study from the website, the
interviewee answered the open-ended survey consisting of six questions:
1. Do you consent to the terms previously mentioned for this survey? Yes or No, if your
answer is No, please terminate this survey.
2. In which State do you currently teach High School?
3. Do you feel Internet Slang has a place in the English language?
4. Has Internet Slang been used in your classroom on academic assignments? Please
cite examples.
5. Is the use of smart phones, access to social media, and smart pads allowed during
school hours in the classroom? Should they be allowed? Why or why not?
6. If Internet Slang is in fact a problem in the classroom, how would you like to resolve
the problem? (Appendix B)
This study used open-ended survey questions to analyze the data and found repeating
themes across the survey responses. One limitation to this type of survey was that it did not have
the advantage of face-to-face interaction. However, the respondents were offered the freedom to
answer open-ended questions in privacy without reprisal to their opinions. This allowed
respondents to be more comfortable and willing to share their experiences and opinions freely.
As a reminder, this research was determined to have a narrow focus and the research did
look at specifics of the educators’ perspective of the students performing the act of using Internet
Slang in academic assignments. The researcher also referenced and compared previous studies
on the use of Internet Slang in the classroom to both collaborate, and deny or confirm these
studies. Studies for comparison included studies from the literature review (Madden et al., 2013;
Ochonogor et al., 2012). The researcher kept in the forefront of their mind that this study wished
to generate new knowledge and further contribute to the theories of Social Presence and Media
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 25
Richness. In keeping with Guest et al. (2013) stating, “Applied research can, and often does,
generate new knowledge and contribute to theory, but its primary focus is on collecting and
generating data to further our understanding of real-world problems” (p. 2).
Data Analysis
Due to the researcher’s location in Okinawa, Japan, limitations included distance from
the continental United States, and English-speaking schools here are limited to Department of
Defense schools and a few Christian academies in the area. Although these schools were
solicited for participation in the researcher’s study, the researcher had identified a means to
collect more data for this study via the study’s website pre-study briefing.
The survey was established utilizing Survey Monkey on the web. This survey was given
to schools around the United States within the regions of North East, South East, Mid-West,
North West, South West, Alaska, and Hawaii schools. The goal to reach educators via a
qualitative survey was so the researcher could gain a scope similar to that of the Madden et al.
(2013) study and discover overarching themes within all opinions gathered. This research was
similar to the study conducted by Madden et al. (2013). But, this research had developed a more
qualitative data and analysis by canvassing a wider demographical area via a nationwide survey.
Utilizing surveys via the website allowed the researcher to contact a wider area of the United
States to analyze a specific problem with the interpretation of what educators really think of the
use of Internet Slang in the classrooms and its effects on the writing skills of secondary
education students.
The survey for RQ1 qualitative document analysis was grouped together by comments
and similar themes. By analyzing educators’ comments and similar themes, the researcher was
able to draw conclusions as to the effects of Internet Slang on secondary education students. This
allowed the researcher to understand the thoughts, themes, and opinions of educators on the use
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 26
of Internet Slang on academic assignments. Through having data collected from around the
United States, the researcher also grouped conclusions by region.
RQ2 was conducted through qualitative document analysis collection. By analyzing
educators’ comments and similar themes the researcher was able to draw conclusions as to the
effects of Internet Slang on secondary education students, and determine the consensus, of
educators’ opinions, on the use of Internet Slang via texting, social media, and messaging on the
writing skills of secondary education students.
Once data began to flow to the researcher, the researcher then found key words within the
opinions, utilizing Microsoft key word search, and phrases within the opinions of the educators
i.e., positive, negative, impact, student, slang, texting, assignments, etc. The data was then
placed onto a master spreadsheet and analyzed for specific themes related to the research
questions that needed to be answered. Additionally, a spreadsheet on demographic locations of
respondents was also collected to determine if certain themes were accumulated by regions of the
U.S.
The methodology used to understand the opinions of the educators was via Concept
Mapping utilizing a mix of Word and Code-Based approaches (Jackson & Trochim, 2002).
Jackson & Trochim (2002) mention this about concept mapping, “Concept mapping as an
alternative method to existing text analysis techniques that is particularly well suited to the type
of text generated by open-ended questions as well as to the exploratory nature of these types of
questions” (p. 308).
Ethical Considerations
This study had obvious ethical consideration for the educators who participated in the
study, but these concerns were minor. One concern was dealing with possible privacy
apprehensions with adult educators and their fear of reprisal for stating their opinions. To
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 27
combat this issue the researcher did not take data from the interviewee without an
acknowledgement of Yes to question 1 of the survey. Further, consent was acknowledged from
the interviewee by clicking yes on the survey Q1: (Appendix B). Question 1 required the
interviewee to read the survey terms as stated, “*All answers are strictly voluntary and the
interviewee can terminate the interview at any time. Please, do not provide names, specific high
schools names, personal data about the educator, and any information that could incriminate
themselves, their school, or the students they serve. Any data afore mentioned that finds its way
to the researcher that could potentially pin point or incriminate the educator; the researcher will
not include the educators comments for the study and their data will be eliminated from the study
and permanently deleted. You only need to provide what state you are currently teaching high
school” (Appendix B).
The psychological impact of the study was always be at the forefront of the researcher’s
mind. Neuman (2012) has this to say about psychological impact: “Although the risk of physical
harm is rare, social researchers may place people in stressful, embarrassing, anxiety-producing,
or unpleasant situations” (p. 146). The researcher painted a pleasant picture with the intention to
assist educators, and their students, by identification of core elements with respect to the usage of
Internet Slang within the confines of the classroom with the vehicle being the educators’
opinions. Neuman (2012) mentions this about power of the researcher: “A researcher’s authority
to conduct research comes with a responsibility to guide, protect, and oversee the interests of the
people he or she is studying” (p. 144).
Before the educator who wished to take the survey began answering the questions, they
read the disclaimer on the researcher’s website: “All answers are strictly voluntary and the
interviewee can terminate the interview at any time” (Appendix A). The study did not ask for
names, specific high school’s names, personal data about the educator, and any information that
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 28
could incriminate themselves, their school, or the students they serve. The researcher did not
include the educator’s comments for the study or their data when any negative or incriminating
comments were found.
The design of this study kept the educator in full control within the privacy of their own
domicile. Keeping the educator at ease from reprisal allowed the educator to concentrate on their
opinions about the use of Internet Slang in the classroom and on secondary education students’
academic assignments.
The researcher wished to give the utmost of respect to the educators which allowed them
to recognize the frontline work they accomplish each day. Neuman (2012) states: “Being ethical
requires that we balance the value of advancing knowledge against the value of noninterference
in the lives of other people” (p. 145). This study had given educators the opportunity to give to
research that will make their voices heard, and they will impact an issue that is growing within
the classrooms today with respect to the usage of Internet Slang by secondary education students.
Maintaining a high level of professionalism and comfortability for the educator to express their
opinions within this study was at the vanguard of the researcher’s mind.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 29
Chapter 4: The Study
Introduction
This study was executed employing a nationwide open-ended survey via the web and
targeted high school educators. The survey was released and began taking respondents October
21, 2015 and concluded taking respondents October 31, 2015 a total of 10 days. This survey was
distributed through the use of social media platforms, educator’s social blogs, personal emails,
and directly to school administrators via a website where respondents could read about the issue
of Internet Slang and why the study was being conducted. The researcher’s website can be
found at the following URL: http://thomasfishthesisproject.weebly.com/ (Appendix A). This
open-ended survey consisted of six questions:
1. Do you consent to the terms previously mentioned for this survey? Yes or No, if your
answer is No, please terminate this survey.
2. In which State do you currently teach High School?
3. Do you feel Internet Slang has a place in the English language?
4. Has Internet Slang been used in your classroom on academic assignments? Please
cite examples.
5. Is the use of smart phones, access to social media, and smart pads allowed during
school hours in the classroom? Should they be allowed? Why or why not?
6. If Internet Slang is in fact a problem in the classroom, how would you like to resolve
the problem? (Appendix B)
Upon conclusion of the survey, the researcher had received 142 respondents (educators)
with representation from all 50 states to include: Washington D.C., a respondent who teaches
U.S. and Japanese students in a Christian Academy in Okinawa, and a respondent who teaches in
the U.S and the Czech Republic. Additional respondents were a librarian, a school administrator,
and two middle school teachers. Though high school educators were the target audience for this
study, the researcher made the decision to accept the respondents outside this target area with the
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 30
realization that they are in close contact with high school educators, and they all serve a student
body.
Results of the Study
Data received was analyzed using Concept Mapping with a mix of Word and Code-Based
approaches (Jackson & Trochim, 2002). “Qualitative text data in the form of brief, open-ended
survey responses are often elicited in organizational research to gather new information about an
experience or topic” (Jackson & Trochim, 2002, p. 1). Given limited response length to openended questions forced the respondents to express themselves in a concise format and allowed
them the opportunity to define their opinions in a short descriptive form (Jackson & Trochim,
2002, p. 2). Since the goal of the researcher’s study was to find out what high school teachers’
perspectives were on the topic of Internet Slang and its effects on the writing skills of their high
school students, the researcher felt this was the best method to utilize for open-ended
questioning.
Analysis by question
Q1: Do you consent to the terms previously mentioned for this survey?
Figure 1. Consent to take the survey
Consent to take survey
150%
100%
50%
Yes
All 142 respondents consented to
take the survey and responded of
their own free will.
0%
Yes (145 Repondents)
Respondents 6, 52, & 80 consented to take the survey Q1 but did not take the survey
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 31
Q2: In which State do you currently teach High School?
Figure 2. Respondent demographic by state or country
4
3
2
1
4
1
1
1
3
1
2
1
8
NE
3
2
W
2
2
11
1
1
2
7
3
1
1
3
1
16
2 2
1
MW
3
3
2
1
2
2
3
1
8
1
1
2
S
1
2
1
3
1
5
2
3
OTHER EDUCATORS REPRESENTED
1- Czech Republic, 1- Japan
(142) Respondents by state or country
(Department of Geography University of Alabama, 2015)
Figure 3. Respondent demographic by region
REGION
NUMBER OF RESPONDENTS
PERCENTAGE
North East (NE)
30
21%
South (S)
52
37%
Midwest (MW)
22
15%
West (W)
31
22%
Other
7
5%
(142) Respondents by state or other
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 32
Q3: Do you feel Internet Slang has a place in the English language?
Figure 4. Q3 Concept Map
Line Breaks represent a new idea,
concept, or thought
(142) Answered the Question 3 Skipped the Question
One hundred and four educators of 142 respondents stated yes to Internet Slang having a
place in the English language (Q3: 73%). Of the 104 yes respondents, 45 % (47 of 104), felt
Internet Slang is not appropriate in academic, educational assignments, or in formal writing.
Thirty-eight educators of 142 respondents stated no to Internet Slang having a place in
the English language (Q3: 27%). Of the 38 no respondents, 18% (7 of 38), felt Internet Slang is
appropriate in conversation, colloquial use, depends on audience, light reading, informal format,
Internet use, or to connect with students (educator’s comments found in Appendices C and D).
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 33
Q4: Has Internet Slang been used in your classroom on academic assignments? Please
cite examples.
Figure 5. Q4: Concept Map
Line Breaks represent a new idea,
concept, or thought
(140) Answered the Question 5 Skipped the Question
Eighty nine educators of 140 respondents stated Internet Slang has been used on
academic assignments in the classroom (Q4: 64%). Examples that have been noted with the use
of Internet Slang on such assignments include lol, ur, emoji, omg, fomo, ttyl, b/c, idk, u, r, #, bc,
@, 😄, rofl, i, and u.
Fifty one educators of 140 respondents stated no, that Internet Slang has not been used on
academic assignments in the classroom (Q4: 36%).
Thirteen educators of the 140 respondents allow Internet Slang to be used on specific
assignments which include studying Hamlet, Romeo and Juliet, and To Kill a Mockingbird in
text terminology. Students translate The Odyssey using text language and are allowed to use
emoticons during communication activities. Podcasts, Facebook, Twitter, and personal journals
are used for expression of self with text terms allowed to be used (Appendices E and F).
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 34
Q5: Is the use of smart phones, access to social media, and smart pads allowed during
school hours in the classroom? Should they be allowed? Why or why not?
Figure 6. Q5: Concept Map
Line Breaks represent a new idea,
concept, or thought
(142) Answered the Question 3 Skipped the Question
One hundred and sixteen educators of 142 respondents stated yes, devices are allowed in
the classroom (Q5: 82%). Fourteen educators of 142 stated devices should be used under
guidance, supervision, at teacher’s discretion, and monitored. Thirty five of 142 educators stated
their school has provided laptops, iPads, Chromebooks, use of Google Classroom, Blackboard,
Twitter, or the MacBook.
Twenty six educators of 142 respondents state no, devices are not allowed in the
classroom (Q5: 18%). Eleven of those 26 educators feel devices could be used under proper
supervision for educational purposes. Thirty eight educators of the 142 respondents feel Social
Media is distracting to learning and has no value to education (Appendices G and H).
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 35
Q6: If Internet Slang is in fact a problem in the classroom, how would you like to resolve
the problem?
Figure 7. Q6: Concept Map
Line Breaks represent a new idea, concept, or thought
Common relation
(129) Answered the Question 15 Skipped the Question
Common relation
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 36
Q6: If Internet Slang is in fact a problem in the classroom, how would you like to resolve
the problem? (Continued)
Ninety five educators of 129 respondents stated Internet Slang is a problem in the
classrooms and offer solutions to the problem (Q6: 74%). The researcher placed these solutions
into two sub-categories, Setting a Standard and Teach, Guide, Mentor. Solutions are as follows:
Setting a Standard
Ban Internet Slang in formal writing
Give more writing and reading assignments to improve writing skills
Reduce their grade for using slang
Internet Slang is like any other grammatical error
Setting a standard for not using slang
Ensure teachers do not support or teach Internet Slang
We require correct usage
Ask the students not to use Internet Slang
Will not be tolerated
Set grading criteria in advance
Take phones away
I do not respond to the student and request they speak in proper English
Take points away
Will not accept
State writing do’s and don’ts
Using slang is unacceptable
Block Cell Phone usage
Teach, Guide, Mentor
Teach purpose of slang usage
Teach appropriate language for audience
Teach right from wrong
Teach formal and informal writing
Teach students to code-switch
Show students how Internet Slang represents themselves
Talk about it
Teach students to be aware
Teach about professionalism
Teach to teachers expectations
Teach reasoning for Internet Slang
Teach about intended audience
Teach awareness and purpose
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 37
Q6: If Internet Slang is in fact a problem in the classroom, how would you like to resolve
the problem? (Continued)
Thirty educators of 129 stated Internet Slang is not a problem in the classrooms and offer
reasons why it is not (Q6: 23%).
Reasons educators do not believe it is a problem
Spell checkers will flag the problem
I teach students to be properly balanced
Kids know there limitations and expectations
It is discussed with students
I teach elegance and utility of good vocabulary
English teachers may but other disciplines do not
This is an opinion
Four of 129 educators are not sure and do not know if it is a problem and make up (Q6:
3%) (All educators comments verbatim found in Appendices I and J).
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 38
Discussion
RQ1: What are teachers thoughts about the use of Internet Slang being introduced into
secondary education academic assignments?
In the researcher’s findings, 142 educators state that Internet Slang is in fact being used in
high school classrooms. Although: Q4: 36% (51 of 140) respondents stated Internet Slang has
not been used in the classroom or on academic assignments, they did, however, feel personal
devices could and should be used in the classroom and provided solutions to teach the use of
Internet Slang or of its appropriateness. All 142 respondents had opinions on the use of Internet
Slang by their students throughout questions Q3, Q4, Q5, and Q6.
Educators’ opinions, in this study, back up the studies conducted by Ochonogor et al.
(2012, p.2) where they state “215 (66.36%) of the teenage respondents text in a constructive
manner while 104 representing 32.10% said they use text slang in their writing” (p. 2), and the
study by Lenhart, et al. (2008, p. 3) stating teens 50% of the time used informal writing styles on
their class assignments, and 38% stated they used shortcuts such as LOL (Laugh Out Loud) on
class assignments.
This research data shows that the introduction of Internet Slang is present on secondary
education assignments today. Further, this study supports Daft and Lengal (1986) and Media
Richness Theory by collaborating that students are allowed to use their personal devices and
schools are purchasing devices for students which allow the ability to enable users to
communicate and change understanding (Daft & Lengel, 1986, p. 196). There is a change in
understanding of the English language with teens using Internet Slang. Educators have not come
to a consensus if Internet Slang should be taught or to what standard. These two opposing
thoughts have sparked discussion on Internet Slang and this vernacular’s involvement in the
English language and to what extent should it be used and taught.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 39
RQ1: What are teachers thoughts about the use of Internet Slang being introduced into
secondary education academic assignments?
In relation to this study and Social Presence Theory, Short, Williams, and Christie
(1976), explained the effect telecommunications media can have on communications. They
theorized that communication media differ in their degree of social presence and that these
differences play an important role in how people act (p. 65). The introduction of Internet Slang
into academic assignments and the classroom has changed the way people act. An example
captured in this study is found in Q4 where 13 educators of the 140 respondents allow Internet
Slang to be used on specific assignments such as studying Hamlet, Romeo and Juliet, and To Kill
a Mockingbird in text terminology. Students translate The Odyssey using text language and are
allowed to use emoticons during communication activities. Podcasts, Facebook, Twitter, and
personal journals are used for expression of self with text terms allowed to be used (Appendices
E and F).
Though texting is considered to have the least social presence, teens today are using
Internet Slang via texting to communicate their thoughts. While CMC is inherently impersonal
because of verbal and nonverbal cues being filtered out via the use of social media devices
(Jacobson, 2007, p.365). Regardless, teens are using Internet Slang for expression, and they are
placing it on their academic assignments with examples such as lol, ur, emoji, omg, ttyl, b/c, idk,
u, r, #, bc, @, 😄, rofl, i, and u (Appendix J).
Teen culture of today has grown with CMC via the use of electronic devices. 9 of 142
respondents mention teen culture in Q3, Q5, and Q6, supporting the theory of Communitarianism
and “the focus on communal responsibilities” (Bennett-Woods, 2005, p.32). 73% (104 of 142)
educators state Internet Slang has a place in the English language. This supports a communal
responsibility by both the teen culture and the educator to find out where Internet Slang fits in.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 40
RQ2: What are the negative or positive effects, known to teachers, from the use of
Internet Slang via texting, social media, and messaging on the writing skills of
students?
The findings of this study state within Q3: 73% (104 of 142) of educators feel that
Internet Slang has a place in the English language, but these educators also state Q3: 45% (47 of
104) that it is not appropriate in academic, educational assignments, or in formal writing.
Further, Q3: 18% (7 of 38) of educators state Internet Slang does not have a place in the English
language but is appropriate in conversation, colloquial use, addressing type of audience, light
reading, informal format, Internet use, and connecting with students. These seven educators’
comments can be interpreted that Internet Slang does have a place in the English Language
which raises the percentage and numbers to 78% (111 of 142). Therefore, one can interpret that
the majority of educators, in this study, feel Internet Slang has a place in the English. How do
the previous statements answer the question of what the impact on the writing skills of secondary
education students are with their use of Internet Slang?
Look to Q6 for a definitive answer if Internet Slang usage is positively or negatively
impacting the writing skills of students. Q6: 74% (96 of 129) of respondents feel that Internet
Slang is a problem in the classroom. This data shows, clearly, Internet Slang is affecting the
writing skills of our students, and these educators give examples on how to deal with the
problem of Internet Slang usage in the classroom. 96 educators’ opinions were broken into two
different categories which the researcher has labeled respectively as “Setting a Standard” and
“Teach, Guide, Mentor”. The results of these two sub categories can be found on pages 37 - 39
of this thesis. In addition to Q6: 23% (30 of 129) of educators feel Internet Slang is not a
problem; they too give opinions that support “Teach, Guide, Mentor” and “Setting a Standard”.
These educators are also teaching utility of good vocabulary, proper balance of the use of
Internet Slang, and they discuss Internet Slang in the English language with their students.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 41
RQ2: What are the negative or positive effects, known to teachers, from the use of
Internet Slang via texting, social media, and messaging on the writing skills of
students?
The data of this research shows that Internet Slang has affected the writing skills of the
students, but educators across the negative and positive spectrum of RQ2 provide multiple
methods to educate teen culture and the vernacular this community uses. Educators are not
keeping Internet Slang from being used in the classroom, they understand it is used by teens and
are trying to educate its proper use. Though the sub category of “Setting a Standard” is a rulebased approach and can be seen as stopping the use of Internet Slang completely, one can see
that these comments also lend to educating on the use of Internet Slang with comments such as
giving more writing and reading assignments to improve writing skills, reduce their grade for
using slang, and set grading criteria in advance of the assignment. These statements are no
different than a grammatical error in the English language and being marked points off for using
it on an assignment. Teachers are educating students on when it is proper to use Internet Slang.
Media Richness Theory takes into account all communication media (mobile devices of
students) and its ability to change understanding (Daft & Lengel, 1986, p. 196). The data of this
study clearly gives educators a lens to see that Internet Slang has changed methods of teaching,
understanding of how students communicate, and requires schools to purchase electronic devices
to keep up with the technology that has changed language and interpretation of that language.
CMC and its relation to the social effects to our secondary education’s institution as a whole with
the use of Internet Slang, has greatly impacted the educators and students of said institutions.
From a philosophical standpoint, Benhabib insisted “that any panhuman ethic be
achieved through interaction with collective concrete other (ordinary people who live in
community) rather than imposed on them by a rational elite” (as cited in Griffin, et al., 2014, p.
508). If teens see teachers as rational elites and they negatively hamper their use of Internet
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 42
Slang, teens may turn off to their teaching. But, the data shows teachers are instead educating
students on the proper and positive use of Internet Slang within the English language.
This research did show that Internet Slang is a problem and is affecting the writing skills
of students. Teachers (educators) stated both negative and positive opinions to the use of
Internet Slang and where it fits into the English language.
Q3 lens shows us that Internet Slang has a place in the English language but the majority
stating not within formal writing, on educational assignments, and academic work. Students are
placing Internet Slang into academic assignments which are additionally stressed by two other
studies within the researcher’s literature review as well as his own via the opinions of the
educator perspective. Q4 lens collaborates with Q3 lens and shows the types of Internet Slang
educators see on assignments. Q5 lens shows us that CMC is present and enables the use of
Internet Slang by the students. This causes the educator and school administration to adapt to the
vernacular that the teen culture has developed, and schools are allowing devices into the
classroom for teachers to educate students on the possible uses for this vernacular. Q6 lens
clearly states that educators are coming up with solutions and guidelines to incorporate the use of
Internet Slang into the classroom via “Teach, Guide, Mentor” and “Setting a Standard”.
The study’s open-ended survey has led to good insight on the use of Internet Slang and
where high school educators stand on the issue. The research questions were answered and can
lead to good debate for educators and school administrators in their efforts in handling the use of
Internet Slang within their institutions.
It was clear to the researcher, while analyzing the data, that educators care about how
students perform, and additionally it was clear that the educator cared about what degree and
measure they reciprocate. It is an issue that both student and educator will continue to
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 43
experience within the confines of the classroom. This research data can assist this community in
defining the role of Internet Slang within the English language. This study has shown that
educators have the ideas on how and what to teach with regards to the use of Internet Slang, and
this teaching will educate the student allowing them to better understand where Internet Slang
fits into the English language.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 44
Chapter 5: Summaries and Conclusions
Limitations of the Study
There are several limitations of this study on Internet Slang and the effect that it has on
secondary education students. The respondent pool was made up of 142 high school educators,
but the researcher could not verify that these educators were in fact who they claimed to be.
Compliance to take the survey only required that they reveal in what state they taught high
school. Face-to-face interviews could have alleviated this issue, but the researcher chose to
conduct a nationwide survey and was limited to a geographical region and unable to travel
nationwide.
Another limitation of this study was that it was conducted using qualitative analysis via
concept mapping. Qualitative analysis required the researcher to remain objective throughout
the study and not inject their own opinion. Guest, Namey, & Mitchell (2013) talk of postpositivism, “Post-positivists accept the premise that a completely objective reality is impossible
to apprehend but assume that research accounts can approximate, or at least attempt to
approximate, an objective truth” (p. 7).
Concept mapping requires the researcher to have a team of sorters to place each statement
from the educators into a meaningful category. The researchers’ limitation to this was that they
had no sorters, and the researcher had to arrange every educator’s statement into multiple
categories. Jackson & Trochim (2002) mentions this methodology’s limitation, “concept
mapping method requires at least 10 to 12 carefully selected sorters to produce a reliable map”
(p.331). Additionally, Jackson & Trochim (2002) give an example with 156 statements for a
study, “This data set contained 156 statements, which can be considered as being on the upper
end of what can be reasonably processed by sorters, two hundred statements tend to overwhelm
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 45
sorters and greatly reduce their willingness to remain engaged and finish the task” (p. 331).
An additional limitation to this study was the representation of the educators by state.
Though this study was labeled a nationwide open-ended survey, multiple states only had one
representative. If more respondents would have taken the survey within each state, the
researcher could have broken the study down by region, for comparison to other regions’
opinions. This approach could lead to the way educators are trained and how they interpret
Internet Slang usage by region of the United States.
Lastly, only high school educator opinions were used for the study. Although the
researcher did accept the opinions of a librarian, a school administrator, and two middle school
teachers within the analysis. If the study was opened up to primary/secondary educators and
those that interact with students in the education system, the data analysis could have opened
other ideas via these additional opinions.
Further Study and Recommendations
This study could become the foundation for additional research into the effects of Internet
Slang being used by students within their academic assignments. Primary through postsecondary
educators’ opinions could be gathered to gain a broader spectrum of understanding through their
thoughts and experiences. Additionally, this broad range of respondents throughout the U.S.
would give educators a better understanding of what the overall opinions are of the use of
Internet Slang by students today.
Empirical research can also be conducted with this study’s findings in mind. This study
could lead to ethnographic research, where by becoming embedded within the classroom to
observe the educator/student relationship data could be gathered to gain a better understanding of
both their thoughts and opinions with in this institution’s education culture. This method of
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 46
study is keeping within the qualitative research method of this study and reminds us of Guest et
al. (2013) who stated, “Qualitative research allows for the inclusion of many different kinds of
data collection and analysis techniques, as well as the diversity of theoretical and epistemological
frameworks that are associated with qualitative research” (p. 3).
It is recommended that the opinions of the students also be studied in the same manner
that this study was conducted. By doing such an analysis, the results of these two studies could
be compared to find similarities as well as come to conclusions to the effects of Internet Slang on
the English language. Additionally, it is recommended that if the same study were to be
conducted that a full research team should be comprised for the study to conduct a more
thorough concept mapping analysis of the data collected.
Conclusions
The aim of this study was to find out what the thoughts of the high school educator were
in regards to the use of Internet Slang by their students, and question if the use of Internet Slang
affected the student’s academic assignments. This goal was accomplished with results that
stated, by a majority, that Internet Slang is in fact affecting high school students’ writing skills
by showing up within their academic assignments. Educators have stated that their students are
using Internet Slang and at times the student cannot determine what acceptable language usage is
during academic work. Several educators even mentioned that students have trouble codeswitching from the use of Internet Slang in their personal life to academic work.
However, it was discovered with the results of this study that educators, by majority, feel
that Internet Slang does have a place in the English language. But, there is a strong percentage
that feels Internet Slang does not belong in academic work. What is the interpretation of the
opinion that educators’ belief of Internet Slang having a place in the English language? Though
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 47
this could be a limitation of this study, a hypothesis to this opinion could be that these educators
also use Internet Slang in their daily lives, as some educators in this study mentioned. Some
educators also mentioned that they are in fact teaching the use of Internet Slang within their
classrooms, including the study of Hamlet, Romeo and Juliet, and To Kill a Mockingbird in text
terminology. This can be interpreted with the use of ethical consideration. Bennett-Woods
(2005) mentions, “Human character is shaped over time by a combination of natural inclinations
and the influence of such factors as family, culture, education, and self-reflection” (p. 15). With
this stated, educators are using Internet Slang. So, it appears, through interpretation of the data,
that educators believe Internet Slang has a place in the English language, and they are receptive
to finding ways to incorporate its use into the classroom.
Further analysis has shown that educators also understand and have identified that the use
of Internet Slang is a problem in the classroom. Educators are finding ways to resolve this issue
by the Teach, Guide, Mentor and Setting a Standard concepts within this study. Educators are
not keeping Internet Slang from being used in the classroom, they understand it is used by teens
and are encouraging a proper use. Singh (2014) reveals secondary education students of today
are of the Generation Z age and states, “Gen Z kids will grow up with a highly sophisticated
media and computer environment and will be more Internet savvy and experts than their Gen Y
forerunners” (p. 1). Further Singh (2014) states, “Generation Z will present profound challenges
to leaders, managers, supervisors, HR leaders, and educators in every sector of the workforce. It
will be increasingly important to understand where they are coming from and key strategies for
bringing out the best in this new emerging young workforce” (p. 63). Educators understand this
in their students. The hypothesis is they are coming up with ways to assist this generation in
keeping the sanctity of the English language by incorporating the use of Internet Slang in class.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 48
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Appendix A
Thesis Study Website
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 52
Appendix A
Thesis Study Website
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 53
Appendix A
Thesis Study Website
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 54
Appendix B
Interview Survey Questions
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 55
Appendix B
Interview Survey Questions
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 56
Appendix C
Q3: Response of Yes Respondents Answers
Do you feel Internet Slang has a place in the English Language? Why or why not?
(YES it has a place in the English Language)
142 Answered the Question 3 Skipped the Question
KEY WORD SEARCHED: YES
104 of 142 responded Yes to Q3: 73%
#-47 Respondents of 104, who stated yes, feel
Internet Slang is not appropriate in academic,
educational assignments, or in formal writing:
45%
Respondent Number and Comment
1
2
3
5
6
8#
10
11
12
13
14
16#
17#
18
20
21#
22#
23
24
27#
Yes, the English Language is a dynamic language that has always encompassed
vernacular speech -- no matter its written or spoken forms.
Yes I do. It is part of the culture of today with the technology.
I do. Language evolves and teens today have a say in changing that language.
Yes
Yes, but it is not mainstream across the education realm at this time.
Yes...not in the educational setting, but we are a fast paced society, so we are always
rushing to do things quickly. If that means writing u instead of you....well, then...so be it!
Yes. Language develops and changes over time. To neglect the impact that technology
has had on this process could cause educators to lose touch with the dynamic and exciting
nature of cutting edge linguistics.
Yes. Students lowercase i in their writing. They also use words like 'gotta' and acronyms
like OMG in their essays.
I do. Language evolves and teens today have a say in changing that language.
Yes. Language of any type has a place in our lexicon.
Of course. Language serves to effectively communicate an idea. Slang serves to
communicate with greater efficacy. Slang has a time, place, and purpose.
Yes, for informal use, not academic use. It's okay for text messaging but not for emails or
academic writing.
Internet slang has a place in casual conversational English. It is part of our modern day
lexicon so to ignore it would be detrimental to our understanding when engaged in
conversation with others.
Yes because slang has the potential to enter into the common English lexicon.
Yes. Makes it easier to quickly text a message on a phone.
Yes, it has a place within its proper context such as the Internet and fiction books.
Yes, but not in formal writing.
Yes, it’s no different than generational language such as was used in the 60's 70's which
created what we have today. Many people use slang as a badge of the times and a sign of
individualism.
Yes
Yes and No. Students should recognize formal and informal means of communication;
both written and verbal. Slang is a strong cultural component, and understanding it is part
of the social context of group. However, in academic endeavors, individuals should use
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 57
29
30#
31
32#
34#
35
37#
38#
39
43
44
45#
47
48
49
50#
53
54
55
57
and understand the discipline and application of the English language. Its an appropriate
time and place issue.
Yes. It reflects popular, current culture.
Yes, but not in the classroom. Only in everyday casual conversations, texting, etc.
yes
Depending on the audience of a text, internet slang may be appropriate. Because
academic texts typically target educated readers and focus on complexity, internet slang is
too simplistic to capture most ideas and would therefore be inappropriate.
There is a place - just not in place of correct usage of grammar and writing.
Yes, time and efficiency are important. A broad acceptance of the abbreviations and
inferences could allow more information to be passed in a given amount of time.
The use of slang may be appropriate for some purposes, i.e. sending a text, or writing
instructions for use of the internet etc.
I think it has it's place but not in a formal setting.
Absolutely, because the internet is so pervasive.
Not in any sort of academic or professional setting.
Yes. Formal and informal languages both have a place in English and it is my job as an
educator to ensure that my students are prepared in every case.
I think that internet slang can have a place the English Language because forms have
short hand have existed for numerous generations; however, it is becoming a real problem
with the youth of today. Their ability to write is growing bleak, as Internet Slang seeps
into academia.
Actually yes, I do. It's important to know it's slang, but English is constantly evolving and
I don't feel a need to be particularly protective of it.
I feel it has a place to a certain degree because if educators are aware of the types of slang
on the internet, it could help to break down the communication barrier between teachers
and students
Yes. I believe some of the slang of a culture, whether good or bad, ultimately finds its
place in our accepted vocabulary.
Sure! Language evolves. I do not believe that any slang should be used in a formal
setting, and this includes on academic assignments. My classroom is relatively informal,
and so I do not mind students using it in speech.
Unfortunately, yes. Online and text-based communications have legitimized certain
verbal abbreviations, and pretending they are not a part of our modern language is simply
naive.
I feel that internet slang can serve a purpose in the English Language. So much of this
next generation's experiences are through the internet, or through some electronic device,
and all of those come with their own lingo and sets of rules. In many cases it's necessary
for the students to be able to use that kind of language, and to adapt into a normal speech
pattern.
Yes. One of the strengths of the English language is its adaptability. It is always
evolving and changing.
Yes. Language is constantly changing. Today, most of that change is happening online.
The internet is perhaps the most literate experience the world has ever encountered with
more than 90% of the interaction happening in text. To ignore the changes happening to
language there is to miss the future of English.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 58
58
59
60#
64
66
68
69
70#
71#
72
73#
74#
75
76#
77#
80
82
84
86
89
90#
91
93
Yes. The English language is an ever-changing language is merely growing with the
times.
As part of a common lexicon for a variety of written and spoken word I do believe it
does. There is a time and place for it in all classrooms.
Yes, in some social situations among friends it may be appropriate.
Sure, the Internet is a part of life now. It's not going away, and there's no use pretending
that what takes place on the Internet doesn't exist in our everyday lives. It's unnatural to
try to keep the two separate
Yes, the English language has always evolved. I don't know why the neologisms of the
technological age would signify some precipitous decline in our society.
Yes
Yes, as it describes uses and objects that are as contemporary as a "soapbox" has been.
Yes, it has a place where writing is limited such as twitter. It is not appropriate in the
classroom.
In non-formal speaking situations, yes.
Yes, English Language must adapt to the usage of its speakers.
Yes; it's totally acceptable for spoken discourse but is not acceptable for formal writing.
yes and no, it depends on the purpose of writing
Yes. Being a language teacher, I have recognized, over the years, that even if a word
doesn't exist in the Spanish language, it can become accepted as part of the language
because millions of people use it and understand what it means. If that is true for one
language, why would it not be true for others (including internet slang). That doesn't
mean I like it.
Yes, in the same way that other vulgar (of the masses) terms belong in the language. If,
however, we mean that we do away with the traditional, refined speech then no. It
shouldn't replace the formal writing skills.
Yes, I have witnessed students unable to differentiate between appropriate and
inappropriate use of voice, diction, and point of view. They often interchange text
language and formal language in their papers. I have seen this at both the high school and
college levels.
Yes. English is a constantly evolving language and effective communication can take
many forms.
Yes...contextual vocabulary is always developing with new technologies because it
becomes common to use. We have always shortened up words since even the 50s when
television became TV and so forth. I don't know that kids' writing skills have suffered or
the assessment used to evaluate them needs to evolve.
If it is part of the new technology then it needs to be included.
Yes. English language is constantly evolving we must all adapt.
Of course! I'm something of a descriptivist, so I'm feel like resistance is sort of futile. If
words are being used amongst other English phrases, then they have a place in the
English language.
Not on assigned papers.
Yes. Our language is constantly growing. This is the way it does :)
I do, but only informally. We need to be able to teach students the basics of formal
language, both in writing and speaking, while still using slang to connect to kids.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 59
94
Yes, because it has specific meaning within certain English speaking social groups.
96#
Yes. Language is constantly changing and evolving. People use creative means to
express themselves. For academic and professional writing, however, standard English
should be used.
I feel that if people are going to use certain words, regardless of how are why those words
came to be it is wise to acknowledge those words and their meanings. So basically I don't
feel like we are in control or should be in control over word usage so my answer is yes.
Google--means search of any type, Facebook has become a verb--Just 2 types of slang I
know I use. The internet has become an integral part of our lives and learning, so yes, a
certain amount of common terms from Internet Slang is inevitable and accepted.
It is a specific type of jargon, just as doctors or lawyers may use. Yes, we have to accept
that for professionals in fields that work on developing internet pages and maintenance
that they have language to communicate their field appropriately. Do kids need to use it
in school? Not unless they are sitting in a web page design class or other technology
based class. Will it eventually be something that is analyzed as a part of the development
of our language? I think so, yes.
Yes, because it has become very prominent in communication.
internet slang is a reality in our society so of course there will be overlap, and new
vocabulary however I do not think acronyms are appropriate in standard formal writings
Yes. Students should be able to speak in any manner they want when speaking with
friends.
Maybe a small one, as it seems to be their world now
Yes, Internet Slang has a place in spoken and personally used English, but not in the
dictionary or academic venues. Internet slag is just like offline slang, a way to
communicate equally with people like you. Words like "pwnd", "n00b", and "lol" are just
replacing slang like "Dude", "Killer!", and "sweet".
In the professional world, no. But, I do not have an issue with it otherwise.
Yes. If Internet Slang does not have a place in the English Language then neither should
any of the language changes that have taken place within the last 400 years. The English
Language is evolving, and people need to evolve with it.
It does have a place in the English language because language is a product of the people
who speak it. In a sense, language is a tool. If it's more efficient to say OMG, rather than
Oh my God!, then so be it. However, we must teach our students to know when slang is
appropriate, and when it's not.
Yes because it is coinciding with the current culture.
Yes. Culturally it can show how generations affect the language through their own
experiences.
As a subsect of the English language (an informal dialect), yes I see it having a place. If it
did not, then people wouldn't be using it. In the formal sense of a spoken and written
English in an educational or business environment, no, I do not internet slang
(Newspeak?) it has a place except for perhaps creative projects where the intent is to
connect with an audience immersed in its use.
It has a place; on the internet or when texting people you are familiar with. I believe it
has as much of a place in the English language as slang does, it should be used in
informal situations, not in formal situations.
97
98
100#
101
102#
103#
104#
106#
108#
110
111#
112
113
114#
115#
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 60
116
117#
118#
119#
120#
122#
123#
124#
125
126
127#
128#
129
130#
131#
132
It is a form of communication or a style of communication. We talk to students about the
audience and determining the audience for the message.
I say yes, but only to an extent. Students and adults need to know how to communicate
properly, but in social situations have fun!
In informal communications, it does. English is a living language. Just as there are some
terms we no longer use, such as "punch card" or "floppy disk," there are going to be
newer terms that come into usage.
Slang has been around for years and has some of it has been absorbed into our lexicon
over time. While we as teachers have a responsibility to teach proper writing techniques
and grammar slang words will find their way into popular writing as this generation
grows and finds its place in the world. Abbreviations such as OMG and LMAO have no
place in academic assignments.
Yes, within limits. To my knowledge, most cultures have slang in their verbal
communication. If people want to communicate with one another in "internet slang", I
have no problem with it.
Not for the classroom setting. We need to teach our children how to speak appropriately
speak to others.
I do feel that it has its place. Slang of any type has its rightful place -- in casual
conversation, in texts, in conversation between two or more close friends. I believe that
people have the right to express themselves in any manner that they choose when they are
in non-formal situations.
Only in a non-academic setting, like texting a friend after school or work. I am an English
teacher but I will use it on my smartphone when communicating with my family or
friends.
Yes. I studied linguistics as an undergraduate, and learned about prescriptive and
descriptive language. I view internet slang as a variation on English as a language in
general. Much in the same way that spoken slang has a place in the English Language, I
think the same holds true for Internet Slang.
Yes
Yes, but only in text messages where the goal is to keep communication short. If you
don't understand the abbreviations, however, communication is lost.
Yes... but limited in institutions of education. It is commonly used by both students and
adults in casual settings.
In some contexts. As a world language teacher, I have used internet slang in both
languages to help with a cultural academic context.
Culturally all language has a place; however in academic writing I do not believe that
Internet Slang is appropriate.
Yes, it can be used informally between friends.
Yes, that place already exists. Through evolution it became a part of text and instant
message communication between people. Whether we like it or not "live" languages
evolve over time. The lack of capitalization and punctuation, poor grammar, acronyms
and emojis are a part of that genre of communication.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 61
133# I think we are now a "fast-food" society. People in general are always in a rush and are
impatient. Right or wrong, this is the reality that I see. That being said, internet slang
could have a place for the casual text BUT I feel it should not have a "place" in the
English language in other written forms (especially more professional correspondence). I
do not have great support for my opinion aside from it seeming illiterate. I wonder if
there was this discussion when contractions came into being. When did contractions like
"don't" become accepted?
134 Yes. If a language isn't evolving and growing it is dying.
135# I feel that it can be appropriate in its intended use, in text messages, tweets, Facebook
posts etc. It is a specialized form of communication.
137# Yes. Language evolves and always has.
138# Yes, in creative writing, I think that to ignore slang is to ignore how language is
changing. Living and breathing languages adapt and change over time. Most of new
language comes from experience and need, which most often is discussed in the
vernacular.
139 Yes. Language is an evolving, cultural tool.
141 Yes, I do. It is a symbol of an ever changing language and it is part of the age that we
live in. It is a way of communicating used by millions around the globe.
142# There can be a place for it, depending on the goal. Internet slang is the student's language
so he does have a vested interest in it.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 62
Appendix D
Q3: Response of No Respondents Answers
Do you feel Internet Slang has a place in the English Language? Why or why not?
(No it does not have a place in the English Language)
142 Answered the Question 3 Skipped the Question
KEY WORD SEARCHED: NO
38 of 142 responded No to Q3: 27%
#-7 Respondents of 38, who stated no, feel
Internet Slang is appropriate in conversation,
colloquial use, depends on audience, light
reading, informal format, Internet use, and to
connect with students: 18%
Respondent Number and Comment
4
7
9#
15
19#
25
26
28
33
36#
40
41
42
46#
51
No, I think that it cheapens the English language and makes people lazy.
As proper English, no. Slang is basically a play on words and a lot as just acronyms.
Socially, this is accepted and can be coded conversation that only those who have things
in common may understand. To be formally recognized as having a place in the English
Language would be difficult; purely due to a variety meaning slang can have for people.
Who's to say, who is right and wrong for the different meanings it can have for a person?
Only in conversation No
I do not. It makes writing too casual. Writing academically involves following proper
English conventions, which are compromised when students use Internet slang.
As part of the formal language, no. But for colloquial use, it is acceptable. It is just
another form of vernacular.
I feel that there is no place in the English language for internet slang. Proper
communication skills is an essential part of preparing today's youth for career or college
readiness.
No, for communication purposes and to be understood proper language should be used
I do not think internet slang has a valid place in the English language. I think it represents
laziness and an unwillingness to be thorough and correct. Precision of language has been
undermined and devalued throughout the last two generations, and our precision of
thought has degenerated along with it.
No. It is not proper English.
No; does not sound professional but it can depend on your audience.
No, it is confusing our students from the real language.
No because it is slang, and just like all other slang, it dies out over time. No use in
incorporating it into your classroom or even learning it for that matter, because once you
do it, there will be new slang to learn.
no
I don't think it should be used formally, but in spoken work and in light reading I don't see
any reason why we should actively try to change the way people speak.
No. The objective of language is to communicate clearly. Outside of the circle of internet
users this slang does not communicate.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 63
52
56#
61
62
63#
65
67
78
79
81
83
85
87
88
92#
95
99
105
107
109
121
136
140
No. Students need to be able to communicate normally and not be using internet slang
and shortcuts
No. It is a way to express things quickly in a very informal format but ridiculous when
expressed verbally.
No, texting is so coded that you’re not sure what they say. Also teens can't spell due to
slang words.
NO!! We should use the proper form of the English language at all times during written
communication
It has a place on the internet, not in classrooms.
No
In the formal sense, no. It would not be used in a formal paper or speech unless someone
was explaining it or something like that.
It is difficult to eliminate slang, but it certainly has no place in regard to formal writing.
No. It is not proper practice of the English language.
No, Internet Slang has weakened the use of the English language.
No, I feel that it is a way to accept laziness.
No
No
No because it establishes bad habits for writing.
No, but it can be useful to connect to the student's everyday life.
No, internet slang is not always precise and content can be lost
No I don't think it should be used. Yes it has been creeping in.
I can see how it makes texting faster. But with voice to text, there is less of a need for it.
No. Internet slang is ever changing and what it means in one area of the world could be,
and often is, different in another.
No, because proper English is written and spoken in a certain form and slang language
leads to miscommunication.
No I don't, Students should be doing assignments to prepare them for life in the
business/professional world.
No. I feel that Internet slang has invaded our language and it is too casual to be used in
conversation and in writing. I believe that it hinders student's abilities to express
themselves using appropriate vocabulary.
No.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 64
Appendix E
Q4: Response of Yes Respondents Answers
Has Internet slang been used in your classroom on academic assignments?
Please cite examples.
(YES it has been used in the classroom and on academic assignments)
140 Answered the Question 5 Skipped the Question
KEY WORD SEARCHED: YES
89 of 140 responded Yes to Q4: 64%
#-Examples of Internet Slang terms used in the
classroom and on academic assignments: lol,
ur, emoji, omg, fomo, ttyl, b/c, idk, u, r, #, bc,
@, 😄, rofl, i, u
Respondent Number and Comment
*-Have allowed Internet Slang to be used for
specific assignments
2#
3
4
5#
6#
10*
12#
15#
16#
17#
19
20
21#
24
26#
27#
34#
36#
37*
38#
40#
Yes, I have seen lol, ur, k on assignments.
Yes
It does occur, but I have strict rules on marking points for such usage.
Yes ur
Yes, I have had ur used in assignments.
Yes, most specifically when students comment on test questions (I intentionally solicit
feedback on tests and provide space for comment on the quality of questions).
I have come across LOL and use of emogies as substitutes for discourse. 😄
Are is often written down as "R"
Yes, mostly symbols instead of writing out words such as "and", "cuz" instead of spelling
out "because".
Students have used internet slang in classroom discussions, and in some cases in formal
essays. Students will use LOL, OMG, FOMO, and others. It is distracting as an English
teacher and I must remind them to avoid such informal language from formal
assignments.
Yes- I've had the students write Tweets.
Not a lot. I have my kids do "entertaining" slide shows that it will pop up every once in
awhile. But not often.
Yes, b/c, cuz, cause for because; @ for at, & for and; ruff and tuff for rough and tough
Not very often. Early in the year we clarify the difference standard and non-standard
language and when it would be okay to use each. non-standard - creative writing, notes
Yes. Write a letter to your friend - TTYL, Lisa b/c instead of because s/o for talking to
someone
Yes. Text language seems to be my most common problem with student writing. They
"lol" cul8r, etc.
LOL - ROFL Yes "u" "idk" abbreviations for words; capitalization
Yes it has. We just studied Hamlet and there is a copy written in text terminology. It was
used for comparison.
Most do not. They know better. Little things like IDK show up.
Yes, abbreviations like LOL, pic, and other terms that replace real words have been used
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 65
when writing compositions.
Yes. I am a Mathematics teacher and although they do not write much in my class, there
41
have been plenty instances where people replace their vocabulary with slang words.
yes
42
Yes. We evaluate several internet sources that use informal language and at times the
44
students complete work that uses slang.
45# Yes it has. Whenever I assign the first writing assignment of the year I always have
papers filled with internet slang. Mostly in the forms of "u" or "ur" . I had a student write
a whole paper in Internet Slang. They even inserted emojis.
46# Yes, IDK has been written in place of an answer on some assignments.
47* Yes, when we read the Odyssey in 9th grade, I have students translate Homer's text into
text and tweets -- it's a great challenge to take older forms of English and turn it into
much more modern forms. It's a form of translation, really! (It's also really hard for
students to do -- they have to understand the original text very well in order to give it a
slang form.)
50# Yes, but rarely. I have seen "u" and "r" on a few assignments from freshmen.
53# I do not accept academic assignments written in informal English (abbreviations like
"lol," use of "u" instead of "you," ending sentences with hashtag phrases, etc.). Any
student who completes an assignment using Internet slang must re-do it properly in order
to receive credit.
54* I believe it has in informal quizzes (pre-assessments/informal post assessments), and in
bellwork, because those are used largely to spark discussions.
Unfortunately. Students are used to posting and have learned many bad habits with
55
regards to slang and grammar.
56* I have allowed students to use emoticons during an activity where students have
conversations in written form and the objective is to find errors in grammar and
mechanics. Internet slang was expressly forbidden. I have also given out a copy of a play
that was done in text language with some internet slang mixed in as a review and for
some levity.
57* I have done an ongoing "status" assignment to track a character's journey.
58# Yes "Hashtag” when describing a #-sharp symbol in music class.
Yes. Students have submitted lab reports that contain slang which wouldn't be
59
appropriate in the assignment.
Yes. I have seen shorthand slang used such as "4" instead of the word "four" and "I" not
62
capitalized.
63#* In academic writing, I do not accept the use of any slang, but in other assignments, for
instance in vocabulary activities where the students explain vocabulary using real world
examples, they are allowed. I even use hashtags in my classroom rules. I.e. "Clean up
after yourselves. #notyourmom"
Of course it has.
65
Yes, kids often use informal texting lingo in their academic papers.
67
Using text shorthand to write full sentences. Pound sign is all about the hash tag
68
70# Yes, students will often just write "u" instead of "you"
71* Yes, my class recently created their own Podcasts and Creepypastas.
72# Yes; I have seen people use "u" instead of "you."
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 66
yes, students habitually make spelling and grammar mistakes on academic assignments
requiring the use of standard English
It has been submitted, but it is not acceptable. Text language, such as interchange letter,
76
numbers, and abbreviations, has been inappropriately used, and my fear is that students
cannot recognize the difference. Another important example is students' inability to
create complete sentences because their sentence construction on social media is often
fragmented phrases.
77* Yes, I will allow the use of slang in journal entries or reflections because I am grading for
content and not for grammar.
78# Yes. I most frequently come across the use of "bc" for because.
Yes, students often will use text messaging abbreviations instead of writing out the
80
words.
81# I am a principal now but when I was teaching it we were using 'new' words like blog,
email, etc.
It is not used frequently.
83
Yes Writing assignments
86
87* While taking notes students like to short cut taking notes so they will not have to write so
much.
It shows up occasionally, but it seems like students are pretty good at switching between
88
registers where they would use slang and more conventionally academic registers.
92* Yes. I have seen kids translate Romeo and Juliet into modern vernacular by reenacting the
balcony scene as if it took place on Twitter. Slang is bound to be used in an assignment
like this, and can actually help the teacher assess if the student understands the work.
Yes. Occasionally, a student use "lol" to try to show that a statement they have made is
93
supposed to be funny. I explain that "lol" is not appropriate language in academic papers.
95# Yes. I've seen IDK on quizzes. The more pervasive change is that students don't want to
start their sentences with capital letters, something that I never had to deal with at the
secondary level ten years ago.
97# IDK is the most used. At the middle school level, it was often used--I was astounded. But
I am teaching in a high school and I have also seen it. More often than the slang, is simply
the inability to complete a thought and sentence while writing.
Yes. Students try to incorporate it into literary discussions and written analysis.
99
100 In teaching English as a second language, I do sometimes explain commonly used slang
to the students.
101# Yes, wikis, @
102 Yes. I often find students using aberrations for text lingo in their academic writings.
104# Yes. I often grade papers that have internet abbreviations or slang. I often read papers that
say "ur" for "your" and "LOL". I have even seen this in formal testing.
105 Yes. I have reviewed writing samples very near final drafts full of emoticons and slang,
both general and Internet. I have also graded exams and essays on various academic
levels that contain slang.
106 Yes, but usually in conversation.
108# Yes, students forget they are writing a term paper or essay exam and use slang terms that
leads to a poorly constructed piece of work. Examples are b/c instead of the word
because
110 I have heard it speech, and have seen it on occasion in their written responses. However,
73
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 67
112
113#
114
115
116*
117#
118#
119
120
121
122#
124#
125
126*
128#
129
I teach Spanish, so, I don't hear it that much.
Yes. It is seen in any writing assignment given.
Just about 20 minutes ago, a student asked if they could use emojis to tell a story for a
project they are working on. As it is a creative based assignment, I saw no reason why
they couldn't. As a rule, on papers or written work, from an academic perspective, I
would never allow it. From the guise of a creative assignment, I can see it's use given the
current pop cultural significance.
I am a math teacher, and students have written idk (I don't know) on my exams for
problems they did not know how to answer.
In email communication, students will use slang or avoid punctuation altogether.
Last year while reading To Kill A Mockingbird the students were each assigned a
character and had to compile a twitter page for said character. They were encouraged to
use concise writing to keep it 140 characters
Occasionally, students will use abbreviations such as "b/c" for because or accidentally
substitute "4" for "for" or "U" for "you," but it doesn't happen often. When it does, it's
almost always on handwritten assignments that I can tell they knocked through at the last
minute.
Yes but it’s usually very lazy and poorly executed. Once again abbreviations such as
OMG and ROFL have no place. I have no idea what’s wrong with kids today. SMH
In verbal communication, yes.
Yes. The use of abbreviations that students use to text are used commonly in open
response questions
I have had students use it on assignments. The assignment was returned and asked to use
the appropriate language for credit.
Yes, Internet slang has been used in my classroom on academic assignments. I have had
several situations where in formal writing assignments, students have written, "LOL" or
"u should know," etc. At the school where I previously taught, the biggest concern of the
teachers in the English Department were that students were incapable of writing properly
due to the amount of Internet slang used in formal writing.
I have not personally seen it used in my classroom or on academic assignments, but I
work primarily with a low-incidence population as a special educator. My colleagues
who are classroom teachers or special educators have mentioned the use of internet slang
being included on academic assignments, including jk (just kidding), LOL, OMG, and
IDK (I don't know). Actually, now that I think about it, I have a student who has
difficulty with lengthy, written assignments, who I allow to use IDK as a response to a
question when the student does not know the answer on a school assignment.
I am the librarian, so I don't necessarily see examples of internet slang being used on
assignments. I just notice a general level of poor communication skills.
Students have created facebook or twitter accounts for various figures in history...
I don't see too much Internet Slang in their academic writing... However I do see a lot of
typos which are common in texting... Such as lower case "i" and "u" instead of "you."
Smart phones are better at fixing these issues today, so I do see less of it than previous
years; however I do get the occasional typo which is a complete result of texting
behavior.
in a limited capacity
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 68
130# The biggest offense that I see if lack of capitalization and punctuation. Students seem to
know to leave the rest of it out of an assignment. When students contact me via email
they use some internet slang and usually don't address me properly (Hey, can I ... instead
of Mrs. K, Can I ...)
131 As a science educator, I believe that students should be able to express and support
themselves clearly in writing as well as speaking. My students not only create a resource
with a notebook but they write thesis papers for each unit as an alternative assessment.
Within my traditional assessments, students must answer in essay form. As a one-to-one
technology school, students communicate often through emails and online discussions.
They also communicate with me (and I them) through emails. I really do not see the
slang being used very much if at all in the written work or online/email communications.
I know students use the slang like crazy on their tweets and texts, but seem to understand
that the school applications are not the place for it or they see me as too "old" to
understand, although I am only in my forties.
132 Only on drafts of essays, then it gets caught by peer review.
133 No, I stress that it is not an appropriate forum to use such abbreviations and slang terms
in my science class. When I do come across instances where students did use it (like on
lab write ups), I always make note of its inappropriateness.
135 Yes. Last week I read a paper with "messaged" as the verb when the student meant
"communicated". I'm sure there are other examples, but that is the most recent.
139# Yes. I have read many papers that use "are" and "you" shortened to "r" and "u." I have
read many papers where students will even use emojis to express how they feel about the
topic they are addressing. I tell the students that their language is informal and should
never be used on a paper that they had in formally.
140# Yes. Students forget to capitalize 'I'. They have used 'u' for you, etc. It is absolutely not
allowed in academic essays/research papers/assignments
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 69
Appendix F
Q4: Response of No Respondents Answers
Has Internet slang been used in your classroom on academic assignments?
Please cite examples.
(No it has not been used in the classroom or on academic assignments)
140 Answered the Question 5 Skipped the Question
KEY WORD SEARCHED: NO
51 of 140 responded Yes to Q4: 36%
Respondent Number and Comment
1
7
8
9
11
13
14
18
22
23
25
28
I have not seen Internet slang used in any of my classroom. One student noted I spelled
"night" on the Whiteboard as "nite" and that was Internet slang. I corrected the child that
"nite" was an infrequently of "night."Another student noted the Whiteboard written
"alright" as an incorrectly spelling of "all right" citing cellphone texting usage. I corrected
the child that both words were used in correct English.
Office slang is heard throughout my office. As an ABA (applied behavior analyst), a lot of
slang are acronyms: rtm=ready to master, ss=self-stimulation, ABLLS=a basic language
learning system. The most common slang "word" would be "stimming". Stimming is
when a person behaves a certain way to relieve themselves of anxiety; a comfort behavior.
Most of my clients stim off of something due to anxiety. Some will look at toys side-ways,
flap their hands, or stare at their fingers 1 inches from their faces. These behavior can be a
distinct distraction, and ABA's will offer other options to bring them back to task. Mostly
ABA's will understand "stim", as well as some parents who are coping with their child's
stim behavior, but most people would never have heard this before.
NO!!!!!
No
No, it hasn't. I did need to explain that the hashtag also means number sign when students
were attempting to bubble in their addresses on a form. They didn't know how to write
that.
Not that I recall.
I can't recall any example.
Only during free writes and personal journal entries.
No. Not to my awareness.
No, although I do acknowledge and understand it has a place, I do not allow it in my
assignments as it is a lesser form of professionalism in my opinion.
Absolutely not. I stress to my students that proper grammar and spelling is an essential
part of the academic process in preparing the student for the next phase in their life.
It is important to note the difference between internet slang and internet jargon. My class
uses Instagram, Twitter, chatrooms, and other technological resources as educational tools.
We therefore use terms such as "tweet," "hashtag," or "follow," but internet slang has no
place in our assignments.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 70
29
30
31
32
33
35
39
43
48
49
51
52
60
61
64
66
69
74
75
79
82
84
85
89
90
91
94
96
98
103
107
109
111
123
127
134
136
137
138
No.
No
no
No.
No.
Yes and no. Students use it in my classroom to communicate thoughts and ideas, yet
assignments are narrowed to fit the English curriculum and standards.
No.
No
As an administrator, I have not used it in a classroom setting but I try to be knowledgeable
of some of the slang for disciplinary and safety purposes.
No.
No. Sometimes in conversation, but not in assignments.
no
No I will not accept slang on my home work paper. make them write it correct or take off.
NO
No
Sometimes in conversation certain slang terms have come up here and there. Not in
academic assignments
No
No, but probably due to the fact that I'm a foreign language teacher and most high school
students do not have the 2nd language skills to delve into that realm.
No.
No.
No, I teach math and we have a language all of our own.
no
In dialogue, yes on an academic assignment, not.
No. Perhaps because I am a math teacher.
Not really.
No
The only place I have my students use internet slang is for the robotic teams twitter
Only in the classroom via verbal usage.
No. I teach health and have not seen it in work or heard it used in my class.
No, I am math teacher
No
It has not. I asked my students about why they don't use it and they responded that they
didn't want to appear stupid.
No
No!
No.
No
No. For academic assignments, unless it is a reference or citation, students must execute
formal language skills.
No. I teach math. The language is specifically tied to content.
No.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 71
Appendix G
Q5: Response of Yes Respondents Answers
Is the use of smart phones, access to social media platforms, and smart pads allowed during
school hours in the classroom? Should they be allowed? Why or why not?
(YES devices are allowed)
142 Answered the Question 3 Skipped the Question
KEY WORD SEARCHED: YES, Allowed
116 of 142 responded Yes to Q5: 82%
*-14 educators stated devices should be used
under guidance, supervision, at teacher’s
discretion, and monitored
# -26 educators stated Social Media is a
distraction, no value to education
@-35 educators stated their school has provided
laptops, iPads, Chromebooks, use of Google
Classroom, Blackboard, Twitter, or the MacBook
Respondent Number and Comment
1
3
4
6
7*
8
9
10@
11
12@
13
In my school, I request all such personal communication devices be left in student
lockers. However, the administration allows the use of such devices during lunch time
and does not back teachers who try to enforce the School Handbook bans on such
devices in the classroom. I have allowed limited personal internet devices in my
Business Class for student teams to check stock market prices (delayed) as part of their
investing strategies.
For Research
Research Only
Yes for research only
Yes. It can be used for assignments, surveys, research, or whichever the teacher
imagines. Technology is definitely progressing, and to keep these devices out of the
school system is keeping students from progressing to their next level. We have a 3
year old client who is "nonverbal" and uses his iPad to communicate. It can definitely
be a distraction, but as with many things, we have to learn limits and how to manage
them, not omit.
In my district we have a zero phone policy, which I think is ludicrous. I think it should
be up to the teacher to decide in his or her classroom...what the policy will be. We
have smartboards and chrombooks...
Yes. A way of alternative teaching
I encourage my students to use smart phones and Chromebooks as means of note
taking, assignment tracking, and assignment submission, and for study.
Yes, they should. Students need to look up word meanings from time to time, and I
don't have dictionaries. There is a time and place for other social media usage, but it
should be used sparingly and not daily.
Chrome books are the only technology allowed at the school I teach.
Yes they are allowed. Yes they should be allowed for academic purposes such as
research.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 72
Only under teacher guidance. Of course they should be, given that they are effective
tools. Their being used in class necessitates greater classroom management, however.
I believe there is a use for technology in the classroom; however, the tasks must be
15*
very specific and possibly due at the end of the period and students need to be
monitored closely. They live in a world of technology--we cannot ignore that fact.
16*#@ Yes to both, but it is usually for academic use such as online research for writing,
Google Classroom, online dictionaries, thesaurus, and other assignment specific
information. I do not believe that using social media during class time should be
allowed since it's an obvious distraction.
At my school site smart phones are not allowed during instructional time. However,
17
some teachers will allow students to use their personal electronic gadgets if the lesson
requires it. I think that teachers have to be vigilant when allowing students to use their
electronics in the classroom because there have been instances of students recording
unsuspecting peers or teacher, photographing without consent, taking photos of
assignments/tests/quizzes. Again to negate the use of electronics would be
counterproductive and not in step with modern day.
Depends on the teacher. I think it should be allowed if the teacher has the ability to
18
monitor the activity closely; otherwise, a lot of time can be wasted.
Yes, so long as they are used in an appropriate manner
19
Yes. This is our first year to have a One to One program where every student has an
20@
IPad. While at school the kid's iPads are only allowed to run defined apps. I'm still not
sure they all need them, but we are finding lots of advantages. But we are a small
school with small class sizes which makes it a little easier to know what they are doing.
Yes, on occasion due to availability. We embrace technology as much as we can
23@
without causing disruption in the learning environment.
Yes, if it is used purposefully; monitored and contributes to learning.
24*
Yes and yes students need to access technology for some assignments - I do not see the
26#
value of social media in the classroom
Yes. When deemed appropriate by the instructor. This of course varies from teacher to
27
teacher in my school.
I think that education should be using the tools such as smart phones, social media, and
28
tablets to further learning. They are great resources that our professional society is
relying more and more heavily on. Our students should be educated on how to use them
well, and that means using them in the classroom.
Yes. Should they be? Sometimes. They can be a useful teaching tool.
29
Yes, depending on the assignment and the teachers.
30
Yes
31
Yes. Smart phones are always allowed in my 12th grade ELA classroom because
32
students are encouraged to use it as a resource, just like a laptop.
Not during school hours - except for a specific assignment.
34
Yes, they are used. Yes, they should be allowed. These are quick ways of sending and
35
receiving information, as well as doing research. Also, they are cheaper, more readily
available, and take up less space than other technologies.
Our students all have tablets. Phones are not allowed, however, technology is
37@
incorporated into lessons on a regular basis. If our students are going to work in a
technology based society, then they need to use it.
14*
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 73
Yes smartphones are allowed. Smartphones are computers and help with research.
Yes and yes.
Yes, but only if it is used for instructional purpose. They should not be allowed
because teens get distracted and log on to other sites.
Yes. No, because students need to learn to focus on one task at a time. In an instant
42
gratification culture, students move from one stimulus to the next without fully
appreciating content
Smart phones, yes. I try to enforce students to use their personal devices properly, as if
43
you were in a job setting. Text and gaming in class is not allowed.
Yes. Yes. My job is to teach students the necessary skills for effective communication.
44
This would be an impossible task without utilizing modern communication technology.
They are allowed. I feel like this is the way our culture is moving, more technological
45*
integration, however it is concerning for me as a teacher. They are more distractions
than facilitators of learning.
Yes. There are many resources and applications that could augment learning. It would
46
be a shame to have the access to these resources and not take advantage of them.
Yes, to some degree. I don't mind it in theory, but the reality of how much distraction it
47*
presents to a teenage brain that is already overloaded with social concerns is not helpful
to them. No chance for quiet brain space. So I'm leaning toward no these days.
I think it should be used for instructional purposes. I feel that this is the most effective
48
means of real world instruction.
Smart phones in a very limited way. (I'm a math teacher)
49
They are rarely allowed. I do permit it for academic purposes - looking up words
50
online, playing a teacher-created online game as a class, or doing research if the
school's internet is not working.
Yes, they are allowed and should be as they are valuable learning tools.
51
53*#@ My school does not permit students to use cell phones or social media during school
hours, but we do have iPads available for educational use. Students do not need access
to smart phones and social media platforms in order to receive meaningful instruction; I
think these technologies are more of a distraction than anything else, and the
cyberbullying and confidentiality issues that accompany them may not outweigh any
potential educational benefits.
Access to electronics is restricted in my school. Students are not to have them visible
54
unless the teacher has given them permission for academic reasons. Honestly, I find I
like this set up - with one exception. The students always want more. They can't be
satisfied with being allowed to have the phones on them (which I was not allowed in
my high school), but they want them out for every little task, or to listen to music every
other minute, or to show their friends all their pictures. If they would relax and accept
what they do get, then I would be a lot happier about it.
Yes. Yes. They are a medium in which students are familiar.
55
The use of smart phones/smart pads is permissible with express permission from me. I
56#
make sure the use is educational such as using a dictionary or reading a novel. Social
media has yet to ever occur with an educational reason though I can see one trying to
find a news post or something of that nature from one's personal feed on whatever
social media platform one uses. As long as an education is being furthered with such
usage, I have no issues with using anything mentioned in this question in my
38
39
40
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 74
classroom. The issue comes with abuse such as texting instead. Those who abuse such
privileges ruin it for everybody.
57@
59
60*
61
63
64#
65
66
67*
69@
70
71*
72
73
74#@
77#
79
I use them occasionally. All of my students have Chromebooks and all of them love
their phones. I do find the constant need to connect to other people and ideas outside of
the curriculum frequently counterproductive.
Yes and Yes. When are students supposed to learn about how to use those types of
tools in a learning environment if not at school?
Yes, under supervision. Some social platforms allow for sharing of ideas and
collaborative work.
It’s been a problem to keep teens off their phones. So I make them us them for research
and lesson work.
Each teacher at our school sets rules about phones. They are allowed if the teacher says
so. Phones are allowed in my classroom, but only for use on certain assignments
(definitions, research, etc.) Internet access can be blocked to individual devices if need
be.
I do not allow students to get on social media during class. I only allow the use of
access to online dictionaries or search engines for a quick search on a topic. I think it's
important to show the students how to use technology for their education.
Yes
Generally, they are not allowed. However, I have found them to be useful tools in
helping students to access materials that my school can’t afford (i.e. electronic versions
of books we don't own and won't purchase).
Personal electronic devices such as those mentioned above are allowed at the discretion
of the teacher, but are otherwise restricted to passing times and lunch.
Yes, we are a one to one school of iPad and chrome books, 7-12.
It is allowed if it pertains to the assignment. It is not allowed at other times except at
lunch.
Currently, phones are at the discretion of the teacher. Other electronic devices are
allowed. I believe they should be allowed as they can enhance student learning
I allow it in my class because I believe that it helps students feel connected to the
information which I present. Also, I am a big proponent of technology based
instruction.
Yes; students need to learn how to manage these devices. If they are outright banned,
students will sneak them in and will not learn how to use them responsibly.
Students in WV use iPads assigned to them by the county for use for school related
activities; however, the majority of students abuse or misuse the iPads. Smartphones
are not officially allowed to be used during school hours, but students use personal
devices at school too. Habitual use of technology (namely social media platforms)
impacts the language of students.
Teachers do allow such devices when activities may warrant research or online viewing
of a particular site. Classroom use of social media should be relegated to specific
assignments that warrant the need for online reading/research.
Yes. Yes, in certain locations or at certain times. At appropriate times they can be used
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 75
80
81
82
83@
84*
86
89#@
90
91@
92
93
94
95@
96#
97
98@
to foster and engage all types of learners.
Yes. Yes. It helps with student engagement
Yes, they are allowed at our school. Should they be allowed? Yes, but with limits.
Students are often so distracted by these devices that it is hard for them to keep their
focus on assignments. However, these devices have outstanding educational
applications that are beneficial to the educational process.
There are and should be used to promote the educational environment on a daily basis
I feel not every student is mature enough for the responsibility that comes with such
technology. For projects, I have used chrome books, but have to monitor students
closely.
Some at teacher discretion and supervision. It is convenient.
Absolutely. We as adults use these technologies, why not students?
It depends on the context. Our school does not have extensive access to electronic
resources, so their own personal devices can be helpful for research and writing.
Incorporating other tools (like social media) into the classroom might be helpful, but
I'm not sold on them being particularly relevant or important. There's not much
evidence to this effect:http://www.bbc.com/news/business-34174796
Each student may use his/her i-pad - for educational purposes, only.
Yes. We use smart phones all of the time. They access Blackboard, my Google
Classroom, etc. It is ESSENTIAL for the 21st c. student.
If the teacher so chooses then it is allowed. I like the policy we have right now.
Yes. Closing a classroom off from the modern world is limiting to the teacher and the
student. Doing it in a controlled and engaging way is possible and necessary.
Absolutely! If we are teaching students to be informed consumers of information, we
need to use the most recent technologies to research. We need to be the guides who
show them how to use their tools properly.
Depends on the course's goal. For my robotics team, we use twitter and are fairly active
with it.
Each teacher has individual choice, but the general classroom policy is that devices are
turned off, are on top of the students' desks, and may only be used for academic
purposes and with teacher permission. In study halls students may use them but are not
supposed to use social media. In the hallways, before and after school and during
lunch, students may use them as they wish. Students should absolutely be allowed to
use these devices. They are amazing learning tools.
During certain tasks I feel that it is entirely appropriate and useful. So yes, I feel they
should be allowed during certain times.
Yes, as a matter of fact, our county-Kanawha County, assigned IPads to all students. It
has been great and a nightmare. Middle school and high school students seem to think
it is for Social media use and seem to forget it when it comes to using it in class. I love
the uses for smart technologies in the class! I never dreamed, when I was in school, that
I could see a computer simulation or real life cell division-mitosis-meiosis--and it can
all be found on line. You can also find people with the unique ability to put higher
level science content into words or actions that our students understand--I love Crash
Course, Bozeman biology, and so many of the Teacher Tube or You Tube lessons. I
don't always have the creativity that so many of these new Science Teachers have, and
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 76
however I can make my science content engaging and exciting to my students, I will
use it! I want them to love science as much as I do!
Not cell phones, but we are used laptops in class. I don't want them used, because of
99@
the extra difficulty in policing them.
Any time students can research information using reliable sources is a benefit to
100#
education. However, students do not always want to evaluate the validity of the sources
to which they reference. If it is the first link that appears, mother often assume it is the
best and most accurate. Social media platforms are not educational platforms useless
we are trying to warn students of potential risks of posting information to those site.
Identity thief, bullying, harassment are just a few issues that have become more
prevalent and damaging to our youth through social media.
This does not apply to my personal teaching experience, but I think that they have a
101
very specific place in the classroom for certain assignments, but not for the students to
use freely.
102#@ Our district gave all students iPads. There are benefits but it's very difficult to keep
students off social media
103@ Yes. all students have an iPad and we use them in class. This helps with creating
diverse lessons and teaching to the whole child.
105*@ The use of smart phone are only allowed in the hallways or the cafeteria. They are also
sometimes allowed in classrooms for education purposes, such as socrative, kahoot,
Google classroom and other educational programs at the teachers discretion.
106#@ Yes and no, we use smartphones and smart pads and Smart Boards but have blocked
access to social media. I think these are a great tool that help keep students involved
but also are sometimes used as a crutch. In some cases there is no replacement for a
physical book or experience. Chemistry labs are tricky via smart devic .
Yes, they give us the ability to learn in a new and current fashion.
107
I feel that smart pads should be used to research assignments or things of that nature. I
108
taught high school for avyea
Social media and other forms of technology are tools that people use to conduct
109
business and learn everyday but why should we create a specific slang language when
proper English both spoken and written is taught in our school systems. Teaching
respect for others requires that a society use proper English so miscommunication are a
minimum to reduce the social tensions that is challenging society today.
Yes. Yes. We use these as research tools. These young generations are use to having all
110
of this technology at their fingertips. These students are also our future leaders. We
need to teach them how to use such technologies responsibly.
111@ School-issued iPads are allowed. Other devices are allowed between classes and
during lunch.
Yes because they can help aid students in accessing material.
112
This is a difficult question because the research on this topic is often skewed by pre114
conceived biases. Personally, I let the students use their phones (et al.) in the classroom
(as it is allowed by my school) because I find it allows them to look up information
they would not ordinarily know and can alleviate stress that teens feel about being
wrong and thus improve participation. I have set certain norms (not rules) in my
classroom regarding phone usage that encourage proper use but avoid the adversariality
that can sometimes arise upon this matter.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 77
115#
116*
I do not allow them, but some of the teachers in my school use them for different
activities. I think that our world is changing, and the way we do things is changing. As
time goes on, I believe smart phones will be used more often in class rooms. However
social media would need to be strictly regulated to make sure it was being used for
school purposes only, such as a discussion forum for a topic in a government class. If
it was not strictly regulated it could, and would be abused by the students.
Yes, they are allowed at the discretion of the teacher. I think they should be used in
class with the teacher showing students how to use it as a tool in their course.
Our school does allow technology in the classroom, like cell phones and tablets. While
most students do use them for their intended purposes, there are those who take
advantage.
118#@ In our school, students are not allowed to use phones or social media during the school
day, except for lunch time. We have a 1:1 laptop program, so all our students have a
MacBook Air. Social media and most games are blocked on our wifi system. I believe
we are on the right track blocking phone usage during class. Surprisingly, we have
more problems with PARENTS texting their children during class and being angry if
they don't get an immediate response than we do with kids actually using their phones
in class!
119@ School sanctioned devices are encouraged for use in assignments at our school. We are
a google sponsored district and as a result try to work technology in whenever possible.
As a special education teacher it’s another tool at our disposal that makes our
curriculum more entertaining and accessible.
Yes and yes as long as they are being used to support academic instruction
121
122@ Our district does not allow phones to be used. Students are allowed to use the school's
laptops or computers.
124@ Yes- in our building we use Google docs so students use devices to create and submit
assignments. Devices are also used for research purposes or as "buzzers" for classroom
review games.
127#@ Yes, for academic purposes. Many students, however, do not use them for those
purposes and they don't necessarily know how to use them for learning, only for games.
Some do write their papers on their smart phones because they do not have access to
home computers. Social Media sites are blocked by the school system.
Yes... I would love to see social media with the exception of twitter blocked during
128
school hours.
129@ iPads are allowed in several middle school level classes that I teach. There is a place
for them, but allowing them in the classroom needs to be a very controlled, supervised
activity. If they aren't, then students are apt to not pay attention and usually play games
or try to watch videos on YouTube.
130#@ I only allow my students to use smart phones in class when I give instructions to pull
them out and look something up; this doesn't happen very often. I don't think there is
anything wrong with allowing students to use smart phones/pads during class; however
I don't see a benefit to accessing social media during class. Several teachers on campus
use Google Classroom and post assignments to it, but do not allow students to use
Google +...
132@ Unfortunately, in my opinion, cell phones and personal computers are allowed during
school hours. It is VERY difficult to police personal use of both and do all of the jobs
117@
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 78
of a teacher at the same time. I would like to see cell phone use prohibited during
school because high school students don't seem to know when it is appropriate to be on
them. The logic at our school has been that they need to learn appropriate use and
school time. That is not explicitly taught however.
133#@ My students are all provided with a chromebook in our school. That being said, I still
encourage the use of smartphones or even just basic phones for taking photos and
videos of microscope work and lab experiments as it is very easy. I personally do not
use social media platforms in my classroom. I feel that social media should be left for
purely social uses rather than in an educational setting. Do I think they COULD have a
use? In the case where students do not have an educational based platform for
collaboration, communication and discussions...yes. In fact, before we were one-toone, I encouraged the use of social media for group work. An interesting observations
I had during this time was that the social media that I encouraged (which I thought was
more widely used by students) quickly became a non-social platform for students.
They would switch to a different form of social media because the other was "tainted"
with something they related more to school work. It was interesting!!
134@ Yes. Each student has an iPad.
135@ We sometimes use students' smartphones in my class because our school has a shortage
of laptops and other computer resources, so their phones can be our main point of
internet resources. We do try to have a policy that stipulates when they can and cannot
be used, but it can be hard to enforce.
They are allowed if their use has been included in the lesson plan.
136
It is allowed only when used for specific instructional purposes and only when
137
supervised.
138@ Yes. We are using laptops, iPads, and smart phones to search for sources, engage in
electronic platforms, or complete assessments.
Yes. Students use the calculator feature regularly. They also do quick research to
139
answer questions that arise. For example: What should the upper limit be on a problem
that contains altitude above sea level?
Yes, for research.
140
142#@ We have Chromebooks available for assignments. Due to the abuse of social media in
classrooms, we have banned phones etc from the classroom and use Chromebooks
instead.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 79
Appendix H
Q5: Response of Yes Respondents Answers
Is the use of smart phones, access to social media platforms, and smart pads allowed during
school hours in the classroom? Should they be allowed? Why or why not?
(NO devices are not allowed)
142 Answered the Question 3 Skipped the Question
KEY WORD SEARCHED: NO
26 of 142 responded No to Q5: 18%
*-12 educators stated Social Media is distracting
to learning and creates adverse learning
conditions
Respondent Number and Comment
#-11 educators feel devices could be used or
allowed under proper supervision and guidance
from administrators for educational purposes
2
5
21*#
22*
25#
33
36*#
41*#
52*
58
62*
68
75#
76*#
No
They are not allowed
No. I believe students should be allowed to have their phones on them if it makes them
feel safe, but they should not have access to social media. There would be too many
distractions and chances for students to bully one another.
No. Those activities are prohibited. They should not be allowed as they distract the
students from their tasks at hand, learning.
Not in our school. Technology is a wonderful thing; however, many students do not use
the technology for their educational learning.
No. I think they should be limited but they are a great resource.
No and should not be allowed unless used with assignments. They are a distraction even
when they are not allowed because students sneak and use them during all hours of the
day.
No. I do not believe they should be allowed either unless all other web sites are blocked
so that only educational websites (or one specific website) are allowed access. Social
media platforms can be educational only if accessing news, other than that I find them
very distracting to education.
I do not allow them and they should not be allowed because they are a distraction to
students. They are like an addiction and the students can't quit
No.
NO. They cause to much distraction and can be used for to many disruptive activities
We do not allow cell phone use during the school day. I think it helps keep our students
focused. If they need to make a call they can with teacher permission.
No, not typically. I can see, with proper guidance and usage how these devices could be
useful, especially in a language classroom. If I could moderate and control the platforms
being used and ensure that the target language is being used, it would be nice to have my
students using the language in a somewhat 'real-life' setting. At least, having them
create conversation spontaneously would be pretty exciting.
No, they are not allowed. In some cases, they should be allowed but I think that in
general the use of social media platforms and smart pads create adverse learning
conditions. Smart pads and social media tend to distract people. They place an emphasis
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 80
on visual images to the detriment of traditional (verbal) rational discourse. Images
produce emotional responses (which are not of themselves bad) but which do not engage
people on the level of judgment and rational decision making.
I believe that technology should be used whenever possible, but my school has a "no78#
phones allowed" policy which is addressed in the county policy manual.
no allows students to get off task
85*
No
87
No we do not allow use of phones due to the fact of misuse by the students. I have
88#
allowed students to use their phones if the assignments ask for it. Example
polleverywhere is a site where teacher can ask questions students reply by texting their
answers.
104* Not at the present time and I am glad they are not....students waste too much time on
them
No.
113
120# No, they are not. Rationale and judgement are developing at the middle school level;
thus, we are teaching them internet safety where they can exercise their knowledge
outside of the school milieu.
123* I do not feel that smart phones, social media platforms, and smart pads have a place in
my classroom. They distract the students from the work we are doing. Even though
these devices are not allowed in the classroom, we still have a battle every day to keep
the devices out of the classroom. Students spend entirely too much time with social
media. The time spent in school should give them a break from their constant contact
with the outside world.
125*# I think I come from a unique perspective on this. I do think these tools should be
allowed and used, but the rules should be specific and consequences for violation clear
and immediate. Rules vary widely from classroom to classroom on usage, although
there is a general "no cell phone use during class" policy. Some students have access to
smart phones and smart pads due to disability-specific needs which are protected under
504 or IEP, as access to various educational apps help students to better access the
curriculum. For some students, these tools are extremely distracting and sometimes
interfere with learning. I wish we actually had more access to social media platforms so
that I could instruct my specific students on how to use them, while realizing that other
teachers may find it highly problematic to allow greater use of these tools.
No
126
131* no, they are not allowed. I think it is a real distraction.
141# They are not allowed in my school although I see them having a use. I think that if we
can manipulate the use of them effectively in the classroom they can become a great
resource for us and the students.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 81
Appendix I
Q6: It is a problem
If Internet slang is in fact a problem in the classroom, how would you like to resolve the
problem?
(It is a problem and solutions offered)
129 Answered the Question 16 Skipped the Question
95 of 129 responded it is a problem and offer solutions
to the problem Q6: 74%
*- 4 of 129 responded with Not Sure
and I do not know (idk): 3%
Respondent Number and Comment
2
3
5
6
7*
9
10
11
12
14
15
16
19
21
22
23
24
Teach what is right and wrong
Students can be taught what right and wrong is.
Students need to be shown and taught the difference. They can be taught what is
appropriate for what setting.
If slang becomes a problem in the classroom, I would try to understand for what purpose
the slang is being used. If it is publicly used in MY classroom, it becomes talk that
everyone can get involved in - including me. To reach those students, I would use it to
reel students back to the task.
Not sure
I believe it is necessary to aware of context when writing or speaking. Teaching students
to be aware and intentional about audience and Beeee is part of good teaching imo. ;D
IDK (just kidding). I don't know. We can't take their phones away, so I don't really have
a solution to offer.
Teach Sprouse audience and purpose.
By teaching students appropriate language for their audience.
I tell students that I will not accept slang, of any kind, in their papers.
I reinforce and state in my "writing do's and don'ts" that it is unacceptable to
communicate in that manner academically.
Teaching students formal and informal language. Teaching students the difference
between casual and non-casual settings so that they understand when it is appropriate to
speak slang. It's an everyday battle since smart phones, etc. are used daily by teens.
Students often can't code-switch their language to fit the setting & audience.
I distinguish between assignments that are expected to be in formal English and
assignments or notes that can be written in shorthand, note style, or slang.
Identity with the student that in a professional environment that language is considered
substandard and not allowed.
Continue to teach students to distinguish language used should be appropriate to
audience and/or situation... etc. Create some guidelines together.
I demonstrate the use of proper English skills for my students throughout the semester
and establish the expectations for the students to follow and meet in my classroom.
I have hi liked the slang and asked them to correct it before I grade it. I take points away
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for slang
I do not accept it in student work, and it is reflected in the assessment.
Emphasizing to students that precision of language is of high importance on all
platforms, whether technological or otherwise. On assignments, internet slang should be
treated the same as other written and grammatical errors.
I think students are smart enough to figure out where internet slang is appropriate.
I think I have avoided running into problems with internet slang because I teach
audience awareness as part of the rhetorical process of tailoring texts to suit purpose,
subject, and audience.
We require correct usage in all assignments.
Internet slang should be handled as any other types of slang. Students should be
informed gradually and occasionally on when it is or is not appropriate.
Our school is trying to improve on professional writing skills by encouraging students to
write more assignments and writing assessments are computer-based now; standardized
testing is now computerized.
Slang is a problem in a formal essay, research paper, and in many other circumstances.
However, slang may be effective in a creative piece, or as stated earlier in a text. As in
all things, students need to learn when something is appropriate.
It is just not accepted in formal writing, therefore we do not practice bad habits.
Maybe we can start auto correcting the slang to translate into formal language.
I would not tolerate the language at all in my classroom. I do not even respond to the
children when they speak slang to me, I ask them to restate in English whatever they
were just trying to say originally.
yes
I wish there was a way to show students that Internet Slang represents how they are
presenting themselves to others. It seeps into their writing so much that they don't even
know how to write academically. I don't think taking away technology is the answer.
I would use a lesson to teach the difference between formal or official writing and
informal or common communication.
I feel like it is important to acknowledge clearly what is slang so that students can
differentiate, and use correct forms of English based on what they're being asked to do.
Beyond that, I don't see it as a problem with my students.
I would use the internet slang to compare with subject area passages in the classroom. I
would have them to use some of the slang to translate some of the writings that are
written in traditional language.
I suppose if I were an English or Social Studies teacher, I would have the children read
more and write more, using non-slang vocabulary?
I have talked to students about using different types of language in different settings.
They get it, and stop using it.
The problem can be resolved by stopping each student every time they are not
communicating clearly and listening to them to hear what they really mean.
It is not a big problem yet, but it is becoming a problem. I would like to be able to block
all cellphones and other devices except if teachers need them. I would also make sure
English teachers do not teach or support the use of slang. I would also encourage other
curriculum teachers to do the same.
I feel like any language difficulties in a class should be resolved less by forbidding any
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one type, and more by showing the students that there is a time a place for formal and
informal language. Students are generally very capable of acknowledging when certain
language fits a situation or not, and are usually willing to adapt when a good reason is
given.
Teach them that there are different modes of expression (formal and informal) and that
they must know when to use which.
I feel slang gets in the way of a person expressing themselves in unique fashions. It is a
fast go to that requires little thought and becomes habit. To resolve the issue I try to
expose students to a myriad of written expressions that should be emulated. Languages
are beautiful things and I feel this slang from the internet detracts instead of adds to our
forms of expression.
If you are including texting spelling like "u" and "lol" as slang, then I think we need to
teach students that in every kind of writing there is an intended audience. With your
friends, slang is and always has been appropriate. In a formal setting, it usually isn't.
Redirect/reteach that there is a difference between social slang and professional
communication.
make them correct their words. make them us other words for slang.
Students need to be shown appropriate uses and times that they can use internet slang. In
the classroom, writing should be done in Standard English.
I don't think it is a problem as long as we also teach students to be able to code switch to
standard written English.
Students need direct instruction on the topic.
Make them rewrite using correct and full wording.
We often correct verbal slang in the classroom. We should correct "internet slang" as
well.
Ban Internet slang in formal writing assignments.
We can consider students "multilingual" if they can use language that is appropriate and
acceptable for certain situations. I would draw a clear line between different social
contexts (home, street, church, school, work, etc.) and teach/clarify the type of language
appropriate for them.
There probably is a problem. If so, it seems teachers, either in middle school or high
school would have to start spending time talking about appropriate usage of terms and in
what settings they can and cannot be used. Just like the business class I took in high
school where I was taught to write different types of letters, some more formal than
others. Students could be taught that some language, though appropriate and expected in
some situations, might not be so in others.
Grading criteria for writing is always announced in advance, so students need to revise
their work regularly.
I feel that the only way to address the slang is to present my expectations regarding its
use.
**** an aside: the biggest problems in education are standardized testing and lack of
funding.
More writing assignments.
As an English teacher, I expect standard English usage in all assignments; as such, when
Internet slang is used, the students' grades suffer.
Instruction and assessment need to evolve along with spoken/written language. For
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example, cursive writing has become obsolete and un-used.
As an English teacher, I expect standard English usage in all assignments; as such, when
Internet slang is used, the students' grades suffer.
instruction designed to point it out and correct it
Remind the students that it's not appropriate. Constantly reminding them.
I think an angle akin to David Foster Wallace's schtick on Standard Written English
discussed in "Tense Present" works relatively well—students, after all, are relatively
reasonable people. Whether we like it or not, Standard Written English is inextricably
associated with discourses of power in our society. When explained this way, I think
students will "buy in" to the cause of eliminating slang words from their academic
register. Here's a link to the DFW article, by the way—it's very much worth a read!
http://harpers.org/wp-content/uploads/HarpersMagazine-2001-04-0070913.pdf
I believe that a teacher must make his/her restrictions clear - and be consistent in
enforcing them in the classroom.
It is only a problem on papers.
I resolve the problem by explaining discourse. Internet slang is appropriate when
addressing a slang - using audience but not in an academic paper.
Content teachers, besides ELA teachers, need to use standard writing guidelines in all of
our assignments and work. I may not be an ELA teacher, but I definitely know what a
complete sentence and basic grammar look and sound like! Slang has its place, but not
in educational writing.
It would be nice to be able to ask the students not to use it and have it not used. Another
way would be to have students keep the new slang heard or seen on a board or
something, so the meanings and uses could be known by all.
Students need to understand the difference between formal and informal situations and
recognize when it is appropriate to shift their language patterns to suit those situations.
However, that would also require students to have a well-balanced vocabulary to suit
those environments. Students often do not want to learn vocabulary because they feel it
is outdated or that they have resources available to look it up as a temporary fix.
In formal writings you have to set expectations and correct mis use
I teach a lesson every year about Internet slang and when it is appropriate to use and
when it isn't. I send a sample email to my boss using a lot of text lingo. I let the kids help
me proof the email. Most students realize I can't send that to my boss and they are glad
to point this out to me. I then turn it around to their writing.
I don't really think you can
We try to address the proper way to write and discourage the slang in order for them to
appear as smart as they are.
I would encourage the students to use correct Grammer.
To correct the problem in my classroom I reduce student grades for not using proper
English in my classroom.
I would resolve the problem by simply teaching. That is the best way to resolve any
problem.
By educating your students as to why Internet slang is not appropriate in professional
and academic writing. Teachers should set high standards regarding student writing and
hold to those standards.
More emphasis on how the nomenclature and formal writing differ.
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Set clear expectations regarding what is appropriate and what is not. I see this issue as
no different than any other word(s) you don't want uttered in the class. For instance, I do
not allow swearing in my classroom. If a student swears, I politely remind them that I
consider it inappropriate (if it's a consistent problem I may simply say "mouth" to
remind them of the class norms), they have always apologized and worked to correct
their behavior (this method has worked in both an inner-city school and suburban
schools . . . kids are kids after all). I see no reason to behave differently regarding
internet slang. As far as written work is concerned, I haven't noticed a problem, but I
also have a clear set of expectations for my students which they strive to reach.
I wish I had an answer for that.
As I said before, teachers need to address the idea of audience and teach students when it
is okay to use informal language.
I would like to remind students that we are focusing on academics and can talk with that
kind of language in their free time.
I always joke that the use of internet slang in formal writing is a death penalty offense. If
a student accidentally slips in some internet slang into a paper, I will mark him/her down
accordingly, but if a paper is riddled with it, I will give the student a zero with the
opportunity to rewrite it.
It only becomes a problem if we allow to be. As I said before slang evolves with each
generation and it adds to our language yearly. Dictionaries evolve year after year adding
words that find their way into common usage. As long as we encourage students to be
creative and use all of the language available to them I see no problem. However just
slapping in SMH or OMG because your to lazy to write out the words is not creative
writing. There is no text limit in writing, its not twitter.
Establish and enforce limits around the use of "internet slang" in your classroom.
reinforce the use of proper grammatical structure by have the students rewrite the
questions or lose points.
I simply take points off for each time that Internet slang is used in formal writing. I have
found that once students realize they will be harshly penalized for using it, they stop.
In writing, I require students to use standard English. Internet terms are not accepted.
I think that one way of handling internet slang is to teach students that there are many
ways of communicating in the English language, that there is a formal means of
communicating using English, and that all of us need to know what methods of
communication are appropriate for which situations. It might be helpful to teach
students the distinctions between internet slang and the conventions of Standard
American English, and to also educate them regarding when it's appropriate to use these,
as well as other variations or dialects of English.
idk
Students simply have to be educated about it. The use of slang is not appropriate in
school work. They probably know this. I think that it's just a larger part of a bigger
problem that I see which is a general lack of communication skills and thinking skills.
If not related to the lesson, we work on using the proper grammar and vocabulary in
French and English.
I think the only way the problem can be resolved is if every teacher is enforcing
good/proper writing standards. When students realize the proper way to write and the
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proper use of formal academic language they will realize that internet slang does not
have a place in formal writing assignments.
Be sure that students know how to write a formal paper.
I insist on proper English on written documents that are for "professional use"
(homework, papers, eventually for future employers).
By having a good class discussion about academic and non-academic language.
Showing the students when certain language is appropriate and inappropriate.
I think lessons around code switching in general would be beneficial. That it is ok to use
some forms of language in some settings but not others, and that it can be valuable to be
multi-lingual in that sense.
Raising the standard of using appropriate language is very difficult. Students and their
parents feel they are being picked on when educators try to hold students to a high
standard.
All slang, from whatever source, can be a problem. Students need to be able to
distinguish the difference.
Through discussion, conferencing, discreet, but concrete grammatical lessons that
identify idioms and slang and require students to move to formalized language and
powerful verbs.
I think education is the key. Addressing the fact that it is more and more standardized.
Internet slang not as a problem as it used to be. I resolved the problem by counting off
points.
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Appendix J
Q6: It is not a problem
If Internet slang is in fact a problem in the classroom, how would you like to resolve the
problem?
(It Is Not a Problem)
129 Answered the Question 16 Skipped the Question
Reasons educators do not believe it is a
problem: Spellcheckers will flag the problem,
KEY WORD SEARCHED: Not a problem
30 of 129 responded it is not a problem to Q6: 23%
this is an opinion, English teacher may but
other disciplines do not, I teach elegance and
utility of good vocabulary, properly balanced,
kids know their limits and expectations, I
discuss it with students
Respondent Number and Comment
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I do not see Internet slang as a problem in the classroom primarily because popular
spellcheckers will flag such slang as misspelled words.
It is not
I don't feel it is a problem
It is not. And were it to be it would be an opinion, not a fact.
I don't really see it as a problem at the moment; many other things to worry about right
now!
I would say we don't have a problem with it. But the English teachers may have another
opinion.
I don't find it to be a problem.
Not really a problem in the classroom.
I don't have a problem with this in my classroom
NA
N/A
Internet slang is not a major problem in my school, but I think that developing a school
culture in which vernacular English is not tolerated on formal assignments is generally a
good idea. We may not be able to stop students from talking improperly outside of
school, but we can teach them how to speak correctly - and appreciate the elegance and
utility of good vocabulary - while they are under our tutelage.
I do not think it is a problem.
Again, properly balanced, it is not a problem. In fact, it is quite appropriate for use in
schools.
Not applicable.
Not a problem. Kids know their limitations, expectations in my classroom.
n/a
I do not think it is a true problem. I think that students just need to learn the appropriate
times to use it.
I don't believe it is a problem.
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N/A
Not a problem.
not a problem in my class
Not a problem.
It isn't a problem.
It is not a problem in my classroom, because the students understand expectations on
their assignments.
I don't view it as a problem. Before internet slang existed, I had to teach that slang was
not appropriate for academic work.
I do not feel it is a problem because I do not feel I have the right to control it.
I'm not sure I see it as a problem.
Internet Slang is not a problem in my classroom.
I do not seem to have that problem. IF I did, I would use it as an opportunity for
learning. I would have a discussion about it with students, showing them an example of
acceptable written communication with one that was now written with internet slang.
We would have a discussion about when each type is appropriate and why. One big
support for NOT using internet slang in more professional settings is the fact that the
slang could so easily be misread or misinterpreted. There is not a universal slang code.
For instance, "WTF" could mean the explicit "what the ****" OR it could mean
"Wartburg Track and Field" (a local private college in our area uses this for their track
team). This discussion would be interesting and well worth the time for me and my
students. It would set the tone for expectations not only in my classroom but in the
professional world for the students as well.
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 89
Appendix K
INTERNET SLANG AND HIGH SCHOOL STUDENTS: A TEACHER’S PERSPECTIVE 90
Appendix K