Social Media Dependency and English-Speaking Performance in Mock Job Interviews among Filipino Pre-Service Teachers in an Inclusive University Context

Abstract

The increasing integration of digital technology into students’ daily lives has raised concerns about its potential impact on academic and communicative performance. In particular, social media dependency among pre-service teachers may influence their ability to perform effectively in formal speaking tasks such as job interviews. This study examined the relationship between social media dependency and English-speaking performance in mock job interviews among Filipino freshman pre-service teachers in an inclusive university context. The study employed a mixed-methods design, specifically an explanatory sequential approach. A total of 43 valid respondents were included in the final analysis. Data were gathered using a researcher-adapted Social Media Dependency Questionnaire, a structured mock job interview, and a speaking performance rubric assessing fluency, grammatical accuracy, coherence, and pragmatic competence. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data from interview transcripts were examined through discourse analysis. Results revealed that participants exhibited a high level of social media dependency and a moderate level of speaking performance in mock job interviews. Furthermore, findings showed a significant moderate negative relationship between social media dependency and speaking performance, indicating that higher dependency is associated with lower oral communication competence. Additionally, students who performed better in qualifying examinations showed slightly higher speaking scores; however, overall communicative competence remained moderate across groups. The study concludes that while pre-service teachers meet academic qualification standards, their communicative competence in English-speaking tasks remains insufficient for professional demands. It recommends the integration of structured oral communication training and responsible digital literacy programs within teacher education curricula to enhance students’ readiness for professional communication.