Theoretical Framework

This study is anchored on the Low-road/ High-road Transfer of Situated Learning Theory

by Solomon and Perkins.

The low-road/high-road theory is a learning theory that can be used to better understand

the relationship between the use of textism in text messaging by students and their writing skills.

In relation to this study, two skills such as composing a text messages and composing Standard

English have one thing in common and that is writing. This theory is interpreted in two different

ways, the low-road transfer and high-road transfer.

The low road proposes that there is likely going to be some reason why students use

textism. These words that they usually abbreviate can somehow affect their writing skills in a

manner of formal written communication in school. Therefore this low-road transfer indicates that

students will unconsciously include and use textism in their written communication.

The other mechanism called high-road transfer is said to occur when previously learned

behaviors are used with a higher degree of forethought. Its proposition in relation to this study is

that students will be more conscious of the type of language they use such that there will be no

evidence in textism in their written communication. In essence, they would be able to code-switch

from one language form to the other depending on the context.

However, the high-road theory can be viewed from another angle. If it is based on

forethought and a consciousness of language being used depending on the context, isnt it possible

that students might still use textism in their written communication depending on the situation,

even when its use isnt appropriate? It is therefore a possibility that having become proficient in
the use of textism, students may still make conscious use of them, even when the context demands

them to be formal but with speed as a necessity, as in the case of timed test in the classroom.

This theory gives a wide understanding about the use of textism in written communication.

Therefore, this paper will present findings from the study that investigates the use of textism in a

way that students could use the abbreviate words in a sentence. This study expands upon previous

understanding of Low-road/High-road Transfer of Situated Learning Theory. Figure 1 in the next

page reflects the theoretical paradigm of this study.

Low-Road/High-Road Transfer
of Situated Learning Theory

Low-Road Transfer High-Road Transfer

Unconscious Consciously use

use or transfer of textism in
of textual TEXTISM writing in a bid
adaptation USE write to faster
and save time