The influence of chatting on student’s proficiency with written French during the first cycle of high school
The quantitative research presented in this paper explores the influence of chatting on the French written proficiency of first-year high school students. This empirical study focuses on the characteristics of the coded language associated with online chatting and cognitive psychology. To verify this, we demonstrate that chatting does not have a negative influence on the proficiency of students of this level to write proper French, as shown by a dictation test and a questionnaire on the subject’s computer habits. The authors conclude that chatting, a rapidly growing activity, is not harmful for proficiency in written language. This conclusion leads to suggestions for using chatting for pedagogical objectives.