Emoji Use, Perceived Speech Act Intensity, and Academic Performance Among College Students in Sulu

Abstract

                The increasing use of digital communication has transformed how college students interact in academic and social environments. This study examined the relationship between emoji use, perceived speech act intensity, and academic performance among college students in Sulu during the School Year 2025–2026. Specifically, it determined the level of emoji use across social media, messaging/chat, promotional or marketing, and educational contexts; assessed the extent of perceived speech act intensity; and identified the significant relationships among the variables. The study employed a descriptive-correlational research design involving 200 college students from selected higher education institutions in Sulu through purposive sampling. Data were gathered using an adapted survey questionnaire and analyzed using frequency counts, percentages, mean, standard deviation, t-test, ANOVA, and Pearson Product-Moment Correlation. Findings revealed that students generally demonstrated a high level of emoji use and perceived speech act intensity. A very high positive correlation was found between emoji use and perceived speech act intensity, while academic performance showed a low negative correlation with emoji use and no significant relationship with speech act intensity. The study concludes that emojis significantly shape communication interpretation in digital environments but have limited direct influence on academic performance.