Assessing Language Teachers’ Opinions on Techspeak’s Effects on Students’ Second Language (L2) Acquisition and Writing Abilities

This research study investigates language teachers’ perspectives on the influence of TechSpeak (or TxtSpk) on second language learning and writing skills among students in the College of Education at Central Mindanao University and Bukidnon State University during the second semester of the 2021-2022 academic year. The study aims to 1. identify the common TechSpeak language used by students in academic writing; 2. assess the impact of TechSpeak on students’ second language learning and writing skills; 3. uncover themes and patterns from teachers’ perspectives on TechSpeak. The study involved six language instructors—five females and one male—selected through purposive sampling from both universities. Individual interviews were conducted, focusing on their experiences and observations regarding students’ submissions and feedback. Analysis of the data led to several key themes regarding the impact of TechSpeak. First, TechSpeak affects students’ formal writing, confirming earlier research on the intersection of technology and learning. While students demonstrate an understanding of appropriate TechSpeak usage, its frequent use in formal contexts raises concerns about its potential negative impact on writing skills. The prevalence of TechSpeak, characterized by abbreviations, acronyms, and omissions, suggests an emerging trend that may hinder formal writing capabilities. To mitigate the adverse effects of TechSpeak. educators and parents should promote awareness of the importance of proper spelling, grammar, and punctuation across all forms of communication. Students should be actively encouraged to distinguish between informal and formal writing contexts and adjust their language accordingly. Further research is needed to investigate the long-term impacts of TechSpeak on writing skills and to develop effective strategies for addressing its use within educational settings.