Social networking usage and self-efficacy in relation to communicative competence among college students

Abstract

This study examined the influence of social networking usage and self-efficacy on the communicative competence of college students in Davao City. It evaluated students’ use of social networking platforms across four dimensions: academics, socialization, entertainment, and informativeness. Additionally, it assessed their self-efficacy in listening, reading, speaking, and writing. Communicative competence was measured in terms of linguistic, sociolinguistic, discourse, and strategic domains. A quantitative research design was employed, and data were collected through surveys. Regression analysis was conducted to identify factors that significantly predicted communicative competence. The findings revealed varying levels of social networking usage and self-efficacy among students. Academic engagement and social interactions on social networking platforms, coupled with self-efficacy in speaking and writing, emerged as key predictors of communicative competence. Anchored in Bandura’s Social Cognitive Theory and Vygotsky’s Sociocultural Theory, the study highlighted the significance of online platforms and self-confidence in enhancing communication skills. The results suggest that integrating digital tools and activities designed to foster self-efficacy into educational programs can significantly improve students' communicative competence. This research offers valuable insights into the role of social networking platforms in supporting both academic and social interactions, providing a foundation for further exploration of their impact on education and communication development.