Co esponding au ho : JOEY A DE LA CRUZ
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion Liscense 4.0.
The in luence o mul imedia ools on enhancing English language p o iciency
MERLINA CULALA GARCIA 1 and JOEY ALEDO DE LA CRUZ 2, *
1 Depa men o English Li e a u e, Nue a Ecija Uni e si y o Science and Technology, Philippines.
2 Depa men o In o ma ion and Communica ion Technology, Nue a Ecija Uni e si y o Science and Technology,
Philippines.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1321-1328
Publica ion his o y: Recei ed on 30 Ma ch 2025; e ised on 06 May 2025; accep ed on 09 May 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.2.1749
Abs ac
This s udy in es iga es he in luence o mul imedia ools on English language p o iciency among Bachelo o Science in
In o ma ion Technology (BSIT) s uden s a Nue a Ecija Uni e si y o Science and Technology. In oday's digi al
landscape, whe e English se es as he global lingua anca o In e ne communica ion, unde s anding how mul imedia
ools impac language lea ning has become inc easingly signi ican . Th ough quan i a i e esea ch me hodology, we
adminis e ed su ey ques ionnai es o 64 BSIT s uden s ac oss all yea le els, collec ing digi al and physical da a.
The esea ch examines s uden s' demog aphic p o iles and challenges in English communica ion (including
p onuncia ion, ocabula y acquisi ion, and g amma ical accu acy). I e alua es he e ec i eness o a ious mul imedia
ools in add essing language ba ie s and suppo ing academic communica ion. Ou in es iga ion hypo hesizes ha
in e ac i e applica ions, online games, educa ional ideos, and audio esou ces signi ican ly enhance language
compe ency, pa icula ly in speaking luency, ocabula y de elopmen , and lis ening comp ehension.
Findings e eal ha mul imedia in eg a ion in language lea ning posi i ely co ela es wi h imp o ed communica ion
skills and academic pe o mance. The esul s p o ide aluable insigh s o s uden s, educa o s, school adminis a o s,
and de elope s o language lea ning pla o ms, o e ing p ac ical ecommenda ions o enhancing English eaching
me hodologies h ough echnology in eg a ion. This esea ch con ibu es o he g owing knowledge o echnology-
enhanced language lea ning in Philippine highe educa ion se ings.
Keywo ds: English language p o iciency; Mul imedia ools; BSIT s uden s; Language lea ning echnology; Educa ional
echnology; Communica ion ba ie s; Language acquisi ion; Digi al pedagogy; Academic communica ion; Highe
educa ion
1. In oduc ion
“English has become he lingua anca o he global ne wo k: whe e he TCP/IP p o ocol secu es echnical
communica ion be ween compu e s ia he in e ne , English is he “p o ocol” o o al and w i en communica ion ac oss
na ional on ie s.” Hja a d (2004).
Wi h he cons an ise o he digi al age, he ad ancemen o newe and mo e imme si e echnology has glued i sel in o
ou e y socie y, which dic a es how we see and expe ience he wo ld. Technological ad ancemen s, mainly he in e ne ,
ha e impac ed how he wo ld in e ac s wi h each o he ; s eaming se ices like Ne lix, Disney+, and Pa amoun Plus
a e all di ec ly oo ed in he in e ne as hey eplaced cable TV and social media like YouTube, Twi e , and Facebook
a e now he p ima y medium o communica ing wi h one ano he . Communica ion wi h di e en coun ies and
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1321-1328
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na ionali ies is now as e e y day as alking wi h neighbo s daily; knowing how o communica e wi h hem has been
bene icial in cul u al exchanges, and one o he main languages used o communica e wi h one ano he is English.
Media plays a big pa in cul u e and language; i acili a es and de elops language and communica ion, be i English o
any language used in media. Amids media being ca e ed o all gene a ions, each gene a ion is in luenced di e en ly
since each has a di e en ela ionship wi h media. This s udy aims o de e mine how media and mul imedia ools
in luence English p o iciency among college s uden s.
1.1. Backg ound o he s udy
Younge gene a ions, mainly Gen Alpha and la e bo n Gen Zs, a e bo n and al eady p esen ed wi h echnology as pa
o hei daily li es; mos kids nowadays al eady ha e hei i s iPads a he age o 3 o 4, and his exposes hem e y
ea ly in li e o media, wi h many child en al eady knowing how o na iga e h ough an iPad o social media a he age o
4 o 5. Al-Ha bi (2015) s a ed in an a icle ha "media exposu e is one means o child en o ecei e linguis ic inpu
ha can o some ex en con ibu e o child en's language de elopmen ." he suppo ed his s a emen wi h an a icle by
Rosebe y, Hi sh-Pasek, and Golinko (2009) whe e hey conduc ed h ee s udies ha examined whe he child en can
lea n ocabula y om ideo and social in e ac ions oge he , om ideo alone, and li e in e ac ion alone. The s udy
concluded ha younge child en lea ned mo e ocabula y om li e in e ac ions alone, while olde child en lea ned
mo e om ideo alone.
A book by Jones, Belli, and Julyan (n.d.) s a ed ha language de elopmen among adolescen s may no appea as
p o ound as in p e ious de elopmen al pe iods bu s ill has a de ini e de elopmen du ing his ime, mainly in g amma ,
syn ax, and ocabula y. Now ha mos eens and adul s a e ocused and a e eng ossed in hei "in e ne pe sonas" and
li es and ha he mos common language on he in e ne is English, s a ed by a s udy om The In e ne Socie y
Founda ion, people could ha e been in luenced by he amoun o English is used on he in e ne . Khan (2023) ci ed an
a icle i led "Acquisi ion o Mul iple Languages Among Child en o Immig an Families: Pa en s' Role in he Home-
School Language Pendulum," whe e hey said ha "in an s can lea n languages mo e easily han adul s who know how
language s uc u e and he wo ld wo ks."
1.2. Objec i es o he S udy
The main objec i e o his s udy is o in es iga e and e alua e he impac o di e en mul imedia ools in enhancing
lea ne s' p o iciency in he English language. I is a esea ch ha ies o ind ou how a ied mul imedia ools such as
educa ional ideos, so wa e o in e ac i e use, social media, and digi al games—con ibu e o enhancing English
lea ning p o iciency.
The esea ch is mo e speci ically in o mul imedia ools' e ec s on de eloping lis ening, speaking, eading, and w i ing
skills in a language. I will also engage in how mul isenso y ools ene gize and mo i a e lea ne s in lea ning languages.
I will also in es iga e how adi ional lea ning and media-enhanced lea ning app oaches a ec hemsel es.
Fu he mo e, he impac s o mul imedia ools on language lea ning will be assessed by esponden s o he e en ion
and implemen a ion o language skills. I will also include an unde s anding o how age and educa ion le el and ea lie
assump ions o mul imedia ools a ec he ou come o language lea ning. These goals will acili a e new insigh s in o
wha mul imedia does o language educa ion and sugges measu es o imp o ing English eaching p ac ices o
educa o s and policymake s.
2. Ma e ial and me hods
2.1. Resea ch Design
This esea ch uses a quan i a i e me hod o de e mine and examine how mul imedia ools impac s uden s' English
p o iciency. Speci ically, i explo es esponden s' pe cep ions ega ding hei challenges when communica ing in
English and s a egies and ools o add ess hem e ec i ely.
The quan i a i e me hod used s a is ical ea men o in e p e he indings nume ically and desc ibe he esul s
h ough desc ip i e design (E eng, 2022). This design is sui ed o his s udy as i can accu a ely e lec he esponden s'
answe s.
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2.2. Resea ch Locale
The s udy was conduc ed a Nue a Ecija Uni e si y o Science and Technology in Palayan Ci y, Nue a Ecija. The
uni e si y is known o i s commi men o scien i ic esea ch and academic excellence. I p o ides a conduci e
en i onmen o conduc ing esea ch in a ious ields.
Figu e 1 Map o NEUST, A a e Campus
2.3. Resea ch Pa icipan s
The pa icipan s o he s udy we e s uden s s udying a Nue a Ecija Uni e si y o Science and Technology, speci ically
hose aking Bachelo o Science in In o ma ion and Communica ions Technology. These s uden s we e chosen as
p e e ed pa icipan s due o hei p o ile aligning wi h he s udy's pu pose. A o al o 64 s uden s om he BSIT i s -
yea o ou h-yea class we e asked o add ess he unde lying p oblems o he s udy ho oughly.
The s udy employed he pu posi e sampling echnique o selec pa icipan s who me he s udy c i e ia. Pu posi e
sampling is a non-p obabili y sampling me hod whe e uni s a e in en ionally chosen based on speci ic cha ac e is ics
equi ed o he s udy (Nikolopoulou, 2022). This echnique ensu es ha esponden s a e delibe a ely selec ed o
p o ide he mos ele an in o ma ion o achie e he s udy's objec i es. I is commonly used in s udies ha employ bo h
quali a i e and quan i a i e me hods.
2.4. Da a Collec ion Me hods
This esea ch aims o ga he he necessa y in o ma ion o explo e and unde s and he opic. The esea che s will use
he su ey me hod o ga he he da a o answe he esea ch ques ions di ec ly. The esponden s we e gi en access
h ough digi al communica ion si es like Messenge and a link o a Google Fo m ha acili a ed he su ey. O he han
ha , p in ed copies we e also dis ibu ed o hose who p e e a ha d copy. All he ele an in o ma ion as o when
ob ained will be eco ded and gua an eed o be sa e. The e a e no isks in pa icipa ing in his s udy. P i acy will be
ensu ed h ough con iden iali y.
All he ele an in o ma ion ob ained will be eco ded and gua an eed o be sa e. The e a e no isks in pa icipa ing in
his s udy. P i acy will be ensu ed h ough con iden iali y.
2.5. Da a Analysis Me hods
This quan i a i e s udy aims o in es iga e he in luence o mul imedia ools on enhancing s uden s’ p o iciency in he
English language. Using a su ey and ques ionnai e done h ough Google o m and pape ensu ed he p o ision o
measu able insigh in o he expe ience and pe cep ions ha he s uden s ha e ega ding he usage o mul imedia ools
in enhancing lea ning h ough hei pe cep ion. A non-expe imen al design using he obse a ional app oach
highligh ed some ends and ela ionships wi hou an in e en ion ha manipula ed a iables.
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3. Resul s and discussion
3.1. P esen a ion o Da a
Figu e 2 Su ey Resul Cha
3.2. Analysis o Findings
The da a collec ed o he s udy consis s o 64 esponden s om Nue a Ecija Uni e si y o Science and Technology A a e
Campus s uden s using he su ey me hod. The esea che uses su ey ques ionnai es and Google Fo ms o collec da a.
Table 1 Gende
Gende
Numbe o Responden s
Pe cen age
Male
37
57.8%
Female
27
42.2%
To al
64
100%
Table 1. clea ly shows he gende dis ibu ion o esponden s, wi h males ep esen ing sligh ly mo e han hal o he
pa icipan s a 57.8% and emales comp ising 42.2%.
Table 2 Age Dis ibu ion o Responden s
Age
Numbe o Responden s
Pe cen age
18
25
39.06%
19
16
25.00%
20
13
20.31%
21
6
9.38%
22
3
4.69%
23
1
1.56%
To al
64
100%
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The da a shows a clea end o younge esponden s being mo e ep esen ed in he su ey. Those below 20 cons i u e
he majo i y (64.06%) o esponden s, wi h 18-yea -olds making up he la ges single g oup a 39.06%. Pa icipa ion
dec eases s eadily wi h age, wi h only 15.63% o esponden s being 21 yea s o olde . This sugges s ha younge
indi iduals (18-19) pa icipa e mo e ac i ely o use mul imedia han hose aged 20 and abo e.
Table 3 Language
Language
Numbe o Responden s
Pe cen age
Tagalog
56 ou o 64
87.5%
English
53 ou o 64
82.8%
Table 3. Da a shows ha Tagalog is sligh ly mo e p e alen among he 64 esponden s su eyed han English. While a
la ge majo i y (87.5%) o esponden s speak Tagalog, English is also widely spoken by 82.8% o he esponden s. This
sugges s a high deg ee o bilingualism in he su eyed popula ion, wi h mos indi iduals likely speaking bo h languages.
The sligh di e ence be ween he wo pe cen ages (4.7%) indica es ha he languages ha e simila usage le els wi hin
his g oup.
Table 4 Media Consump ion and Lea ning P e e ences
F equency
Response Coun
Pe cen age
Daily
52
81.25%
A ew imes
9
14.06%
Ra ely
3
4.68%
Ne e
0
0%
To al
64
100%
Table 4. The da a shows ha mos esponden s (81.25%) consume media daily, indica ing high media engagemen . A
smalle po ion (14.06%) epo ed consuming media only a ew imes, while 4.68% a ely did. No ably, no esponden s
indica ed ha hey ne e consume media. This sugges s ha media consump ion is a egula ac i i y o nea ly all
pa icipan s, wi h daily usage being he mos dominan pa e n.
Table 5 English Language Challenges
S a emen
S ongly
Ag ee
Ag ee
Disag ee
S ongly
Disag ee
To al
ha e di icul y unde s anding spoken English
in eal-li e si ua ions
6 (9.38%)
26 (40.62%)
25 (39.06%)
7 (10.94%)
64 (100%)
ind i challenging o exp ess luen ly in English
11 (17.19%)
41 (64.06%)
9 (14.06%)
3 (4.69%)
64 (100%)
ha e ouble unde s anding cul u al con ex o
idioma ic exp essions
5 (7.81%)
35 (54.68%)
22 (34.38%)
2 (3.13%)
64 (100%)
ace challenges wi h p onuncia ion when
speaking English
7 (10.94%)
40 (62.50%)
13 (20.31%)
4 (6.25%)
64 (100%)
s uggle wi h inding he co ec ocabula y
when speaking o w i ing
8 (12.50%)
39 (60.94%)
15 (23.43%)
2 (3.13%)
64 (100%)
encoun e g amma issues when cons uc ing
sen ences
12 (18.75%)
40 (62.50%)
10 (15.62%)
2 (3.13%)
64 (100%)
Table 5. The da a e eals signi ican English language challenges among he 64 esponden s. G amma issues pose he
mos c i ical di icul y, wi h 81.25% ag eeing hey encoun e p oblems cons uc ing sen ences. A simila p opo ion
(81.25%) s uggle wi h exp ession luency. P onuncia ion challenges a ec 73.44% o esponden s, while ocabula y
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1321-1328
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di icul ies ouble 73.44% when speaking o w i ing. Unde s anding cul u al con ex and idioma ic exp essions
p esen s p oblems o 62.49%. In e es ingly, eal-li e spoken English comp ehension shows he lowes ag eemen a
50%, wi h 50% disag eeing, sugges ing his may be less p oblema ic han p oduc i e skills. The esul s indica e ha
mos esponden s ace mul iple challenges wi h English language skills, pa icula ly wi h p oduc ion aspec s like
g amma , luency, and p onuncia ion.
Table 6 E ec i eness o Mul imedia Tools o English Lea ning
S a emen
S ongly
Ag ee
Ag ee
Disag ee
S ongly
Disag ee
To al (%)
Mul imedia ools help o e come language ba ie s
in English
20 (31.25%)
43 (67.19%)
1 (1.56%)
0 (0%)
64(100%)
Mul imedia ools ha e been e ec i e in imp o ing
academic and p o essional communica ion in
English
23 (35.94%)
38 (59.37%)
2 (3.13%)
1 (1.56%)
64 (100%)
Using mul imedia ools encou ages o gi e and
ecei e eedback, enhancing he lea ning p ocess
in English
14 (21.88%)
45 (70.31%)
4 (6.25%)
1 (1.56%)
64 (100%)
Mul imedia ools help sel -assess and ack
p og ess in lea ning English
21 (32.81%)
35 (54.68%)
6 (9.38%)
2 (3.13%)
64 (100%)
Language lea ning apps ha e helped imp o e
ocabula y and g amma
19 (29.69%)
38 (59.37%)
6 (9.38%)
1 (1.56%)
64 (100%)
Wa ching ideos o lis ening o podcas s has
imp o ed lis ening comp ehension skills
17 (26.56%)
45 (70.31%)
2 (3.13%)
0 (0%)
64 (100%)
In e ac i e ools like quizzes, games, and i ual
u o s ha e helped p ac ice English mo e
engagingly
20 (31.25%)
40 (62.50%)
4 (6.25%)
0 (0%)
64 (100%)
eel mo e con iden in using English in academic
o p o essional se ings a e using mul imedia
ools
18 (28.13%)
36 (56.25%)
9 (14.06%)
1 (1.56%)
64 (100%)
Mul imedia ools p o ide a pe sonalized lea ning
expe ience ha ca e s o speci ic English language
needs
18 (28.13%)
38 (59.37%)
8 (12.50%)
0 (0%)
64 (100%)
Using mul imedia ools has helped imp o e
speaking and p onuncia ion in English
13 (20.31%)
43 (67.19%)
8 (12.50%)
0 (0%)
64 (100%)
Table 6. The da a e eals o e whelming suppo o mul imedia ools in English language acquisi ion among he 64
esponden s. An ex ao dina y 98.44% ag ee ha hese ools help o e come language ba ie s, wi h ze o s ong
disag eemen . Simila ly, high app o al (95.31%) exis s o hei e ec i eness in imp o ing academic and p o essional
communica ion. Mul imedia ools show pa icula s eng h in enhancing lis ening comp ehension, wi h 96.87% no ing
imp o emen h ough ideos and podcas s. In e ac i e ools like games and quizzes a e alued by 93.75% o
esponden s o making p ac ice mo e engaging. The ools a e also highly ega ded o acili a ing eedback (92.19%),
imp o ing ocabula y and g amma (89.06%), and enabling sel -assessmen (87.49%). While s ill posi i e, sligh ly
lowe ag eemen appea s o speaking/p onuncia ion imp o emen (87.5%), con idence building (84.38%), and
pe sonalized lea ning expe iences (87.5%), sugges ing po en ial a eas o enhancemen .
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Table 7 Speci ic Media Usage and P e e ences
S a emen
S ongly
Ag ee
Ag ee
Disag ee
S ongly
Disag ee
To al
ha e used social media pla o ms o p ac ice o
lea n English
23 (35.94%)
40 (62.50%)
0 (0%)
1 (1.56%)
64 (100%)
p e e using mul imedia ools o lea ning
English o e adi ional class oom me hods
12 (18.75%)
36 (56.25%)
14 (21.88%)
2 (3.13%)
64 (100%)
belie e ha wa ching mo ies o TV shows in
English helps imp o e language p o iciency
21 (32.81%)
36 (56.25%)
7 (10.94%)
0 (0%)
64 (100%)
o en use sub i les while wa ching ideos o
mo ies o enhance unde s anding o he
language
24 (37.50%)
38 (59.38%)
2 (3.13%)
0 (0%)
64 (100%)
enjoy using apps o online pla o ms o p ac ice
English speaking skills
21 (32.81%)
35 (54.69%)
8 (12.50%)
0 (0%)
64 (100%)
Table 7. The da a demons a es o e whelmingly posi i e a i udes owa d mul imedia app oaches o English language
lea ning. Nea ly all esponden s (98.44%) epo using social media pla o ms o English p ac ice, indica ing hese
ools ha e become i ually ubiqui ous in language lea ning. Sub i les play a c ucial ole in comp ehension, wi h 96.88%
o esponden s u ilizing hem when wa ching ideos o mo ies. A subs an ial majo i y (89.06%) belie e wa ching
English mo ies o TV shows imp o es language p o iciency. Simila ly, 87.5% enjoy using apps o online pla o ms o
p ac ice speaking skills. While mul imedia ools a e gene ally p e e ed o e adi ional class oom me hods by 75% o
esponden s, his s a emen ecei ed he highes disag eemen (25.01%), sugges ing ha while digi al app oaches a e
popula , a qua e o lea ne s s ill alue adi ional ins uc ion me hods, pe haps as a complemen a y app oach.
4. Conclusion
The s udy was conduc ed o ind ou how mul imedia ools in luence he English p o iciency o college s uden s a he
Nue a Ecija Uni e si y o Science and Technology (NEUST) ATATE Campus. The esea ch highligh s ha mul imedia
esou ces, including apps, ideos, and in e ac i e games, a e especially bene icial o imp o ing speaking and
p onuncia ion, ocabula y de elopmen , lis ening skills, and g amma p o iciency. Tools such as sub i les, quizzes, and
adap i e lea ning sys ems enable s uden s o lea n quickly. Mul imedia esou ces ha e demons a ed hei
e ec i eness in enhancing s uden s' con idence o u ilize English in academic and p o essional con ex s, highligh ing
hei essen ial ole in con empo a y language educa ion.
The engaging cha ac e is ics o mul imedia ools g ea ly enhanced s uden s' en husiasm and sel -con idence. The
esul s highligh he impo ance o inco po a ing mul imedia esou ces in o English language eaching. Thei abili y o
mee indi idual lea ne needs, enhance engagemen , and p omo e p ac ical language use makes hem essen ial in he
class oom.
Mul imedia esou ces ha e changed how lea ne s acqui e and enhance hei English skills. These ools close he gap
be ween con en ional echniques and con empo a y educa ional equi emen s by enhancing he accessibili y,
enjoymen , and e ec i eness o lea ning. Inco po a ing hem in o language p og ams is no me ely ad an ageous bu
necessa y o equipping s uden s o succeed in a g owing global and digi al landscape
Compliance wi h e hical s anda ds
Disclosu e o con lic o in e es
No con lic o in e es is o be disclosed.
S a emen o in o med consen
This s udy ob ained in o med consen om all pa icipan s a e ho oughly explaining i s pu pose, p ocedu es, isks,
bene i s, and con iden iali y measu es. Pa icipan s we e in o med hey could wi hd aw a any ime.
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