MOBILE-ASSISTED LANGUAGE LEARNING (MALL) AND CULTURAL AWARENESS IN ENGLISH LANGUAGE USE AMONG HIGHER EDUCATION STUDENTS IN SULU

Abstract

This study examined the relationship between Mobile-Assisted Language Learning (MALL) practices and cultural awareness in English language use among tertiary students in selected Higher Education Institutions in Sulu, Philippines. Using a quantitative descriptive–correlational design, data were collected from 200 students through a structured questionnaire measuring MALL practices and dimensions of cultural awareness based on Intercultural Communicative Competence. Descriptive statistics revealed that students demonstrated high levels of engagement in MALL and high levels of cultural awareness across knowledge, attitudes, interpreting and relating skills, discovery and interaction skills, and critical awareness. Inferential analysis showed no significant differences in MALL practices and cultural awareness when grouped according to age, gender, program, and year level. However, a significant difference was found in one skill dimension across academic programs. Most importantly, Pearson correlation analysis indicated a significant high positive relationship between MALL practices and cultural awareness. These findings suggest that mobile learning environments facilitate exposure to authentic language use and culturally embedded content, contributing to the development of intercultural competence. The study highlights the potential of MALL as an effective approach for integrating language and culture in diverse educational contexts. Further research is recommended to explore causal relationships and intervention-based applications of mobile-assisted learning.