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Kuwaiti EFL students were asked to render peer and native-speaker text messages into Standard English, producing many basic language errors. However, native English-speaking judges could not reliably distinguish native from non-native messages, while the EFL messages nonetheless achieved pragmatic communication goals. The findings suggest text messaging can motivate learners and may be less linguistically harmful than commonly assumed, aligning with prior research on this medium.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/text-messaging-pragmatic-competence-and-affective-facilitation-in-the-efl-context-a-pilot-study/596483/",{"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/text-messaging-pragmatic-competence-and-affective-facilitation-in-the-efl-context-a-pilot-study/596483.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main aim of the pilot study on text messaging in EFL learning?","Question",{"text":112,"@type":113},"The paper investigates whether text messaging has practical pedagogical applications in the EFL classroom and whether it can support learners beyond informal communication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students perform when translating text messages into Standard English?",{"text":117,"@type":113},"Students produced a large number and variety of basic language errors when asked to render messages into Standard English.",{"name":119,"@type":110,"acceptedAnswer":120},"Could native English judges distinguish the EFL messages from native English messages?",{"text":121,"@type":113},"No. Native English-speaking judges were unsuccessful in discriminating between native and non-native English messages.","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},596483,1792603060,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"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},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CJAL * RCLA Haggan 150  \nText messaging, pragmatic competence, and affective facilitation in the EFL  \ncontext: A pilot study  \nMadeline Haggan  \nKuwait University  \nAbstract  \nSince text messaging is a widely popular method of communication among young people, the paper tries to investigate whether it might have some practical application in the EFL classroom. Kuwaiti EFL students asked to render a mixture of text messages written by their peers and native English speakers into Standard English produced a large number and variety of basic language errors. However, native English-speaking judges were unsuccessful in discriminating between the native and non-native English messages. In addition, the EFL text messages showed that the students were effectively able to achieve their pragmatic aims. Text messaging may therefore have some pedagogical use in terms of motivating the learner. This idea is supported by referring to studies in the literature on text messaging which suggest that the medium may not beas linguistically damaging as is commonly thought.  \nRésumé  \nPartant du constat que les jeunes font un usage fréquent des messages téléphoniques instantanés (parfois appelés textos ou SMS pour Short Message Service), cet article examine quelques applications de ce mode de communication en classe d'Anglais Langue Seconde (ALS) . Des étudiants koweitiens en classe d'ALS à qui on a demandé de traduire en anglais standard des messages téléphoniques écrits par leurs pairs ou par des locuteurs natifs de l'anglais produisent un nombre élevé d'erreurs linguistiques élémentaires. En revanche, les SMS en langue anglaisede ces mêmes étudiants koweitiens ne peuvent être distingués de ceux écrits par des locuteurs natifs de l'anglais et atteignent parfaitement leurs objectifs pragmatiques de communication. Il est proposé ici que ces SMS peuvent avoir une utilité pédagogique dans la motivation des apprenants. Un survol de la littérature spécialisée sur les SMS nous porte également à conclure que ce mode de communication n'est pas aussi nuisible linguistiquement qu'on a tendance à le croire.  \nCJAL * RCLA Haggan 151  \nText messaging, pragmatic competence, and affective facilitation in the EFL context:  \nA pilot study  \nIntroduction  \nOne of the most striking developments in recent years has been the rapid spread of the mobile telephone and, along with it, the widespread use of text messaging, particularly among the young. This growth can be seen in the fact that, while Crystal (2001) reported that 15 billion messages were sent world-wide during August 2000, Watts (2008) reported that 212,616,000 SMS messages were being sent every day. In spite of its ubiquity, text messaging does not seem to have attracted as much research attention in the area of pedagogy as other forms of electronic communication, but it may be helpful to examine this wider research area to draw any possible useful insights that might have relevance to text messaging. It is now customary in this context to distinguish between asynchronous communication, where there is a delay between sending and receiving the message (as in threaded discussions, emails, and text messages), and synchronous communication, where there is no delay, apart from the time taken to type and read the message (as in instantaneous interaction on a local area network and chat groups) (Renkema, 2004) . We now know that, compared to the face-to-face situation, electronic discussions by second and foreign language students result in more formal language (Warschauer, 1996), more complex language (Kern, 1995; Warschauer,1996; Ortega, 1999), and more equal contributions among the participants (Warschauer,1996) . Furthermore, within computer-mediated discussion, Sotillo (2000) found that advanced EFL students produced more complex syntax in asynchronous discussions than in synchronous discussions, the facilitating factor undoubtedly being the extra processing time afforded by the delay between contributions.","cbCaismGH0fkn8my","https://ap.wps.com/l/cbCaismGH0fkn8my","pdf",170976,15,"English","# Introduction\n## Background on mobile phones and text messaging\n## Pedagogical research gap and communication types\n## Links to electronic discussion findings\n## Informality, Netspeak, and hybrid nature of texting\n## Middle East context and questionnaire findings","[{\"question\":\"What was the main aim of the pilot study on text messaging in EFL learning?\",\"answer\":\"The paper investigates whether text messaging has practical pedagogical applications in the EFL classroom and whether it can support learners beyond informal communication.\"},{\"question\":\"How did students perform when translating text messages into Standard English?\",\"answer\":\"Students produced a large number and variety of basic language errors when asked to render messages into Standard English.\"},{\"question\":\"Could native English judges distinguish the EFL messages from native English messages?\",\"answer\":\"No. Native English-speaking judges were unsuccessful in discriminating between native and non-native English messages.\"}]","Text messaging, pragmatic competence, and affective facilitation in the EFL context - A pilot study | PDF",1792083162,38]