Pre-service Teachers' perceptions on instant messaging and orthographic competence

Bibliographic Data

ID4151065
AuthorsFrancisco Núñez-Román (0000-0002-2943-1037, Universidad de Sevilla), Alejandro Gómez-Camacho (0000-0002-6431-6405, Universidad de Sevilla), María Constanza Errázuriz-Cruz (0000-0001-7976-9397, Pontificia Universidad Católica de Chile), Juan Antonio Núñez-Cortés (0000-0003-0494-3850, Universidad Autónoma de Madrid)
Year2021
Volume14
Issue3
Pagese34141
Publication date2021-07-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTexto Livre Linguagem e Tecnologia (JOURNAL)
Journal identifiersISSN: 1983-3652 • E-ISSN: 1983-3652
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.35699/1983-3652.2021.34141
OpenAlexW3207195323
LanguageEN
Citations received5
References cited9

This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina of the digital written norm in IM, together with their opinion regarding the influence of textisms on secondary students' acquisition of orthographic competence. The study uses a transactional approach based on surveys and uses and applies a descriptive non-experimental design. Results, when compared with studies for the European Spanish variant, showed that pre-service teachers in Chile and Argentina considered use of textisms as harmful to secondary students' development of orthographic competence, despite their own frequent use of textisms. However, one of the main findings is a certain degree of tolerance of specific types of textisms in digital writing, as was a more integrative approach to those written variables on the part of participants in Argentina

Art · Competence (human resources · Humanities · Instant · Instant messaging · Multimedia · Orthographic projection · Perception · Physics · World Wide Web · Child Development and Digital Technology · Computer Science · Digital Communication and Language · English Language Learning and Teaching · Psychology · Social Psychology · Artificial Intelligence

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