Abstract

This study was designed to find out the influence of the use of ICT on written English on secondary school students in Buea Municipality. To achieve these aims 60 copies of questionnaires were distributed to respondents from Bilingual Grammar School (B.G.S.) Molyko and Presbyterian Comprehensive Secondary School (P.C.S.S.) Buea in the Buea municipality.

The descriptive design was used and to ensure face validity, the instrument was presented to the supervisor for necessary corrections. Data were analyzed descriptively and results revealed that: Television has a positive effect on writing English on secondary school students.

The use of the internet has a positive effect on written English on secondary school students. The use of phones has a negative effect on written English on secondary school students. From these results, recommendations were addressed to the Educational Authorities, teachers, parents, Government, Students, and Channel owners. From these suggestions were made.

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

This chapter presents the background of the study, the statement of the problem, the objective of the study, research questions, significance of the study, justification of the study, scope, and delimitations of the study, and operational definition of terms.

Media has become one of the most pervasive forces in the world today. Whether inside our home, on the road, in the mall an office, or in class we are constantly attacked with messages and images through different media. From television (TV) to radio internet, from billboards to iPods to DVDs in cars.

Adolescents and students, in particular, spend most of their time viewing and interacting with media in the form of television programs, films, movies video games, music, internets, and phone (Viber, messages, Imo, and many others). Therefore, students spend many hours per day using media, (Ito, et al, 2008). According to them, nearly half of their time is spent watching television.

Social media and outside influence are particularly capable of affecting secondary school students’ thoughts, writing skills, and behavior. One influence that has proven to have a considerable effect on written English of secondary school students in the media.

The most popular and frequent media used by students is the internet with its regular devices such as WhatsApp, Facebook, yahoo, Brower, and Microsoft. Several of these websites have minimal restrictions and contain information requiring drugs, alcohol, sex violence, and aggression (Kaiser, 2003).

At first glance this may seem like a waste of time; however, it also helps students to develop important knowledge and social skills, and be active citizens who create and share content.  At present, whether social media is favorable or unfavorable,  many students utilize these sites on a  daily basis.  As social media sites continue to grow in popularity it is our belief that technology is a  vital part of today’s student success equation.

Many researchers have been diving into a considerable amount of research on how social media influences student retention at colleges. Many parents are worried that their students are spending too much time on Facebook and other social media sites and not enough time studying. Therefore, our research ascertains the relationship between social media and students’ study efficiency on written English

Movies are also media are highly admired by students, especially those that contain scenes where characters are violent. This material can initiate aggressive behavior (i.e. robbery, assault, rape, or homicide) and thoughts in adolescents, especially right after they witness the violent act portrayed on film (HHS, 2001).  These movies can as well provide adolescents technical emotional actions and feelings. Social Media is changing the way students communicate. From 140-character Twitter limits to an ever-expanding list of text messaging acronyms, social media is clearly having an impact on language and the words students use to relate to one another.

Magazines are Media are also viewed by students. However, many magazines, especially those geared towards adolescents, often contain pictures of models with unhealthy body weights (Media Scope, 2000). Schools have increasingly become the place where adolescents interact with adults (Hellman, 1998). Teachers, administration, and school staffs need to be aware of current media trends and how they affect adolescents. Teachers and school social workers can request material to conduct classroom activities regarding media messages (Be resin, 1999).

Wilson R, (2015) Social media has evolved the English language. By changing the meanings of words, and slang, changed the normal why average students’ uses proper grammar. By evolving the English language allowed for faster communication, therefore the evolved English language is for the better. The future is in our hands. We are making it for the better if mankind.

Changing the meaning of words has allowed people using social media to have a wider option of words to use. The bigger option allowed for more variety. With more variety, there is less copied work. We changed the words clue which one meant a ball of yarn now means a piece of evidence used in a crime. “Naughty: Long ago, if you were naughty, you had naught or nothing then it came to mean evil or immoral, and now you are just badly behaved.”(ted)

These words once meant completely different things but recently social media has changed these words for the better. Social media has changed the meanings of many words. Slang has changed due to social media causing communication to change.”17,000 slang words” (slang dictionary) Slang changed communication by making it easier for humans to understand each other.

When slang is used humans of different regions will understand you better determining which reason you live in. The downside to slang is that you will have a harder time understanding slang for unknown reasons. Social media has used slang to change the way we communicate. Social media has changed the way the average American used grammar.

When you are texting, you tend not to follow all the grammar rules you would normally during an essay you are writing for English class. Grammar is not always needed due to the fact that we can all still communicate with each other and we have become faster at doing it. Due to this grammar has fallen behind and humans have tended to use less but have learned to communicate faster than ever before.

Some may disagree that social media has not helped communication but nearly destroyed the English language. But don’t get ahead of yourself that’s all wrong. Social media has made communication easier and allowed the English language to change/evolve for the better. Social media has made it possible for faster communication.

Social media has changed the way students communicate for the better. Slang meanings of words changing, and the way average Americans use grammar every day. Social has evolved the English language. Therefore, social media has helped our daily communication.

Thus, it is from this background that, this study investigates the influence of the use of social media on written English on secondary school students is eminent.

1.2 Statement to the problem

To meet the challenge of higher education standards and higher expectations in education and the English Language, in particular, the issue of social media on written English on students’ performance has to be treated appropriately. In other words, for the teaching-learning process to be completed, there must be a valid and reliable assessment tool and evaluation of learners which justifies the uses of social media.

The majority of students today have become attached and connected to their electronic gadgets such as their phones, internet, exploring some networking sites like YouTube,  Whatsapp, Vibers, Imo, and Facebook. These students manipulate their phones during the learning process which can reduce their attention in class and even exposing them to behaviors that are detrimental or have a negative effect on their written English and their futures.

One cannot disregard that social media is going to affect lives. For a student, that means that they’re constantly on their phones. I know from my own experiences that a cellphone can be a distraction and causes me to become lethargic. Teens have to switch from text lingo to writing a paper for an English class.

Students have to be able to switch from text lingo to proper English, but they are not able to flip the switch. It is not yet known if this addiction to these various forms of media (internet, television, and phones) affects the written English of these students. This study, therefore, set out to investigate the influence of social media on written English on secondary school students.

1.3. Purpose of the study

1.3.1 Main Objective

The purpose of this study is;

The influence of the use of ICT on written English on secondary school students in Buea Municipality

1.3.2 Specific Objectives

1. To find out the effect of television on written English on secondary school students.
2. To find out the effects that the use of the internet on written English on secondary school students.
3. To find out the effects that the use of the telephone has on written English on secondary school students.

1.4 General Research Questions

1.4.1 Main Research Question

What is the influence of the use of ICT on written English on secondary school students in Buea Municipality?

1.4.2 Specific Research Questions

1. What is the effect of the use of television on written English on secondary school students?
2. What is the effect the use of the Internet has on written English on secondary school students?
3. What is the effect of the use of the telephone on written English on secondary school students?

Further Readings

THE INFLUENCE OF THE USE OF ICT ON WRITTEN ENGLISH ON SECONDARY SCHOOL STUDENTS IN BUEA-SUB DIVISION SOUTH WEST REGION OF CAMEROON