Language Proficiency and Digital Literacy-Related Correlates Among Senior High School Students in Pangasinan
DOI:
https://doi.org/10.5281/zenodo.19677466Keywords:
language proficiency, digital literacy, reading skills, writing skills, senior high school students, ICT integration, Pangasinan II DivisionAbstract
This study examined the relationship between digital literacy and language proficiency among 1,325 Senior High School students in the Pangasinan II Division during the 2024–2025 academic year. Using a quantitative design that combined descriptive, correlational, comparative, and developmental approaches, the study assessed students’ reading and writing proficiency alongside three dimensions of digital literacy: frequency of online information consumption, proficiency in digital writing tools, and critical evaluation of online sources. Findings showed that students demonstrated a very good level of language proficiency and a generally high level of digital literacy. Results further revealed a strong and statistically significant positive relationship between digital literacy and language proficiency (r = 0.785, p < 0.01), indicating that students with stronger digital literacy also tended to perform better in reading and writing. No significant differences were found across districts in either language proficiency or digital literacy. Based on these findings, the study proposed an ICT-Enhanced Language Proficiency Development Framework to strengthen students’ reading and writing skills through purposeful integration of digital tools and practices.
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