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Data were collected through a questionnaire and text message exercises with 53 participants. Findings show that text abbreviation percentages were consistent across messages, while task requirements affected word counts. Greater use of abbreviations correlated with higher accuracy in translating abbreviations into Standard English, and self-rated writing/reading ability predicted abbreviation use. Teacher educators may use the paper to design effective training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-pre-service-teachers-knowledge-of-and-ability-to-use-text-messaging-article-10/593566/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-pre-service-teachers-knowledge-of-and-ability-to-use-text-messaging-article-10/593566.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study designed to evaluate?","Question",{"text":112,"@type":113},"The study evaluated pre-service teachers’ knowledge of text messaging and their ability to use it in classroom teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected for the research?",{"text":117,"@type":113},"Data were gathered using a questionnaire and text message exercises.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship did the study find between abbreviation use and English translation accuracy?",{"text":121,"@type":113},"Participants who used more text abbreviations tended to achieve higher correct scores when translating abbreviations into Standard English.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593566,1792252283,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 7 | Article 10 |\n| --- | --- |\n| 2014\u003Cbr>Exploring Pre-service Teachers’Knowledge of and Ability to Use Text Messaging\u003Cbr>Gretchen Geng\u003Cbr>Charles Darwin University, [Gretchen.geng@cdu.edu.au](Gretchen.geng@cdu.edu.au)\u003Cbr>Leigh Disney\u003Cbr>Charles Darwin University, [leigh.disney@cdu.edu.au](leigh.disney@cdu.edu.au) |  |\n\nRecommended Citation  \nGeng, G., & Disney, L. (2014). Exploring Pre-service Teachers’ Knowledge of and Ability to Use Text Messaging. Australian Journal of Teacher Education, 39 (7).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss7/10](http://ro.ecu.edu.au/ajte/vol39/iss7/10)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss7/10](http://ro.ecu.edu.au/ajte/vol39/iss7/10)  \nAustralian Journal of Teacher Education  \nExploring Pre-service Teachers’ Knowledge of and Ability to Use Text  \nMessaging  \nGretchen Geng  \nLeigh Disney  \nCharles Darwin University  \nAbstract: This study aimed to assess the pre-service teachers’  \nknowledge of and ability to use text messaging, and assist their use  \nof this technology in the classroom teaching context. Data were  \ngathered by means of a questionnaire and text message exercises.  \nFifty-three pre-service teachers participated in the study. It was  \nfound that although different tasks required different contributions of word numbers to complete the text messages, the percentages of text  \nabbreviations were the same in all text messages. It was also found  \nthat participants who used more text abbreviations in their text  \nmessages had more correct scores in translating text abbreviations  \ninto Standard English. Moreover, participants who rated themselves higher in their self-rated writing and reading abilities used more text  \nabbreviations in their text messages. Teacher educators may find  \nthis paper useful in understanding pre-service teachers’ knowledge  \nand ability to use text messages, with a further view to developing  \nprofessional training sessions for improving their abilities in using  \ntext messaging technologies effectively in their teaching.  \nIntroduction  \n‘Pre-service teachers’ refer to tertiary students who study for a degree (or degrees) in teacher education and will become professional teachers after graduation. Graduate teachers are required by the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2013), to possess the requisite knowledge and skills to plan for and manage learning programs for their students, from early childhood to high school. Therefore, a graduate teacher should know the appropriate content and how to teach it; more specifically, Standard 2.6 requires a graduate teacher to implement teaching strategies for using Information and Communication Technologies (ICTs) to expand curriculum learning opportunities for students.  \nMost students were born into a world of technology (Tomita, 2009) . With the popularity of ICTs, many students use a range of technologies to learn, research, and communicate with each other. For example, in many school contexts, mobile phones, MP3 players and other similar digital devices have become acceptable technologies for students to use. In particular, there are more than 6.8 billion mobile phones in the world in 2013 (International Telecommunication Union, 2013), and one major group of users are school students.  \nSchool students use text message as well as voice calls to contact their friends or peers (Palfrey & Gasser, 2008). For example, in the study of Walsh, White, Cox and Young (2011), young Australians (aged 16 to 24 years old) in Queensland are highly involved with their mobile phone, and they use their mobile phones to communicate with others by calling and  \nVol 39, 7, July 2014 173  \nAustralian Journal of Teacher Education  \ntext messaging. Text messaging technologies also allow students to use social webs, such as Twitter (Milstein, ","cbCail9N5UJyWWXP","https://ap.wps.com/l/cbCail9N5UJyWWXP","pdf",128697,11,"English","# Abstract\n# Introduction","[{\"question\":\"What was the study designed to evaluate?\",\"answer\":\"The study evaluated pre-service teachers’ knowledge of text messaging and their ability to use it in classroom teaching.\"},{\"question\":\"How was data collected for the research?\",\"answer\":\"Data were gathered using a questionnaire and text message exercises.\"},{\"question\":\"What relationship did the study find between abbreviation use and English translation accuracy?\",\"answer\":\"Participants who used more text abbreviations tended to achieve higher correct scores when translating abbreviations into Standard English.\"}]","Exploring Pre-service Teachers’ Knowledge of and Ability to Use Text Messaging - Article 10 | PDF",1792077493,28]