Language Anxiety, Exposure, and Popular Culture: A Structural Equation Model onFilipino Language Competence
DOI:
https://doi.org/10.54536/jnll.v4i1.7670Keywords:
Education, Language Anxiety, Language Competence, Language Exposure, Philippines, Popular Culture, Special Program in Journalism, Structural Equation ModelAbstract
This study aimed to develop a structural model illustrating the impact of language anxiety, language exposure, and popular culture on students’ Filipino language competence in the Special Program in Journalism (SPJ) within Region XI. Using a quantitative design and stratified random sampling, data were collected from 400 SPJ students in the Davao Region through standardized questionnaires and analyzed using the Mean, Pearson product-moment correlation, and Structural Equation Modeling (SEM). The results indicated moderate levels of language anxiety and exposure, while popular culture and language competence reached high levels, with all exogenous variables showing a significant relationship with the endogenous variable of language competence. Regression analysis confirmed the direct causal influence of these factors, revealing that language competence is defined by indicators of grammar, sociolinguistics, and strategic competence; anxiety is characterized by communication, testing, negative evaluation, and classroom environment; exposure is measured through school and home environments; and popular culture is driven by Filipino music and social networking sites. Among the generated models, popular culture emerged as the strongest direct influence on language competence, while exposure significantly influenced popular culture, and anxiety showed a minimal direct impact. Ultimately, Model 3 was identified as the best-fit model, providing a crucial foundation for enhancing language instruction and developing curricular programs to advance students’ language competence.
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