The Mediating Role of English Speaking Skills in the Relationship between Social Literacy and the Engagement of Students

Abstract

This study determined the mediating role of English speaking skills in the relationship between social literacy and student engagement in colleges and universities in Davao Oriental, Philippines. A non-experimental quantitative research design using descriptive-correlational research design was applied and employed stratified random sampling with 313 Education college students as a sample. Data collection was made through a survey instrument. Data analysis was done through Mean, Pearson-r, Multiple Regression, and Medgraph using the Sobel z-test. Results revealed that English speaking skills, social literacy, and engagement were high. A positive correlation between English speaking skills and social literacy, English speaking skills and student engagement, and social literacy and student engagement was proven in the study. The findings affirmed that English speaking skills played a partial mediation, thus it cannot fully account for the influence of social literacy on student engagement. Moreover, a high level of English-speaking skills helped increase the students’ capability to be highly engaged in academics and other school-related activities. It is recommended that the administrators of tertiary education continue to have regular reviews, evaluations, and implementation of the existing curriculum. Also, there is a need to implement strengthen the English language as a medium of instruction on subjects that use the English language. For instance, an English-only policy is one of the best practices that schools should impose. Lastly, the researcher recommends the regular conduct of interviews such as entrance, yearly, and exit interviews using the English language.