English Language Problems and Communication Competence of Students: The Mediating Role of Smartphone Apps in ESL Learning

Abstract

This study determined the mediating role of smartphone apps in ESL learning on the relationship between English language problems and students' communication competence. Using an adapted survey questionnaire implemented electronically through Google Forms, the data was gathered from the senior high students enrolled in the 1st-semester academic year 2023 – 2024 at three private academic institutions in Davao City. A descriptive-correlational design was utilized. Mean, Pearson r, Linear Regression Analysis, and Medgraph using Sobel z-test were used for the data analysis. Results revealed that students' English language problems were moderate (x̄=2.85). Students' communication competence was high (x̄=3.59), and their use of smartphone apps in ESL learning was high (x̄=4.15). There was a significant negative relationship between English language problems and communication competence (r=-.186, p<0.001) and a significant positive relationship between smartphone app use in ESL learning and communication competence (r=.328, p<0.001). However, the negative relationship between English language problems and smartphone apps use in ESL learning (r=-.034, p=.518) was not statistically significant. Furthermore, Medgraph and Sobel's z-test revealed that smartphone app use in ESL learning had no significant effect on the relationship between English language problems and communication competence (z= -.643, p>0.01). This study contributed significant insight to the discussion of the ubiquitous role of smartphone apps in ESL learning and its implications for communication competence.