THE EFFECTS OF SMS ABBREVIATION ON THE WRITING SKILLS OF SOME SELECTED SENIOR SECONDARY SCHOOLS. A CASE STUDY OF FIVE SELECTED SENIOR SCHOOLS IN EPE LOCAL GOVERNMENT AREA

This study investigates the impact of SMS (Short Message Service) abbreviation on the writing skills of senior secondary school students in Epe Local Government Area. With the rise of text messaging and social media, there is growing concern that the frequent use of abbreviations and acronyms may negatively affect students’ writing abilities. This research aims to explore the relationship between SMS abbreviation and writing skills, particularly in the areas of spelling, grammar, and punctuation. A descriptive method approach was employed, involving survey and questionnaire with students from five selected senior secondary schools. The population of the study involved a hundred (100) students from the five-selected secondary schools. The findings suggest that excessive use of SMS abbreviation is associated with poor writing skills, including increased errors in spelling, grammar, and punctuation. The study recommends, amongst others, that teachers have to instill appropriate linguistic behavior and teach the pupils to use the standard form of language. Also, teachers of English can emphasize the avoidance of text messaging among students by organizing public enlightenment lectures telling them the educational implications of such usages.