Abstract:
Linguistic diversity is characterised by continuous diversification, evolution, and obsolescence.
With technological advancements, this dynamic process has given rise to a complex linguistic
feature known as text dialect. This study investigates the effect of text dialect on the writing
skills in English of Grade 10 students in the Nivithigala and Kahawatta divisions of Sri
Lanka. The study focuses on key dimensions of text dialect, including syntactic structure, codeswitching,
lexical choice, and multimodality, to explore their relationship with students’ writing
skills in English. While the impact of text dialect on language learning and standards has been
widely discussed globally, this topic has not been extensively explored in the Sri Lankan context,
particularly among school students. With blended learning and increased use of technology,
students are more exposed to technology and new dialects than ever before. This coincides
with a rapid decrease in students’ writing ability, suggesting a potential link between the two
trends. This study employed a qualitative methodology with a case study approach. Data was
collected through in-depth interviews, questionnaires, and analysis of students’ written scripts.
Thematic and content analysis methods were used to analyse the collected data. The study of
the data revealed several significant findings: First, students are unable to construct syntactically
accurate sentences; Second, the students’ tendency to code-switch between their first language
(L1), text-dialect, and English; Third, students’ tendency to use visual elements in their writing.
Finally, the data analysis reveals that students’ lexical choices are heavily influenced and
limited by text dialect. In conclusion, the results of the study prove that students’ metalinguistic
awareness is lacking, and there is a blurred line between formal and informal writing. A new
research insight that emerged from this study is that students are disregarding standard English
orthography and instead implementing Sinhala phonological practices through text-dialect writing.
The findings stress the urgent need for pedagogical interventions to mitigate the impact of
text dialect on students’ formal writing skills.
