Computer mediated communication, known as CMC has become increasingly popular in proportion to social networking, email and text messaging. The rising number of users with mobile phones, especially young students, has painted a worrisome picture for some. Certain teachers, parents and even students believe the altering of linguistic practices used in conventional CMC interactions may have negative implications on their linguistic skills (Thurlow, 2003, p. 12; Verheijen, 2013). Contrary to these beliefs, recent research into this relationship proves otherwise. Increasing use of CMC in students must be embraced by people concerned for their literacy skills, because as a popular and novel form of language, ceasing to ignore its advantages in communication may bring benefits to students. In this paper, outlined are the reasons critics are against the students' us of CMC, followed by arguments for the continued and increased usage of CMC by students. Much of this criticism is based upon instances and experiences of text speak, language commonly used in text messaging, observed in student communication having been amplified by the media’s coverage. Adults concerned with children’s literacy, mainly teachers and parents, are concerned that the language used in texting known as text speak, may transition into formal academic work. Although students do indeed spend greater time using CMC to communicate, users ranging from children to undergraduates are demonstrating the ability to change the content according to social context as seen with many other traditional communication methods. People opposed fear the increased exposure will negatively affect the literacy skills of users, as CMC becomes more acquainted with the associated vocabulary...
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