Banta ng Wikang Banyaga: Understanding how Digital Exposure to Foreign Languages Shapes Students’ Attitudes toward Filipino Language (VOLUME 2, ISSUE 20)

Abstract

In the digital era, students encounter foreign languages through various online platforms, including social media, gaming, music, and streaming media, which extend language exposure beyond traditional classrooms. This phenomenological study explored how such digital exposure shapes students’ attitudes toward the Filipino language, focusing on secondary schools in Sto Niño, South Cotabato. Findings revealed that frequent engagement with foreign languages, particularly English and Korean, enhanced students’ vocabulary, grammar, listening skills, and overall confidence in communication. Students also demonstrated adaptive language use, often integrating foreign languages into daily interactions while maintaining Filipino in personal, familial, and culturally meaningful contexts. Peer influence, social norms, and perceived prestige contributed to the strategic use of foreign languages, while cognitive awareness and multilingual exposure motivated students to preserve and correctly use Filipino. The study further highlighted that digital use of foreign languages supported self-directed learning, intercultural awareness, and cross-cultural communication, fostering bilingual or multilingual competencies. Students reported emotional comfort and positive engagement when using foreign languages, with confidence closely tied to language and context. Appreciative or constructive feedback reinforced motivation, self-esteem, and continued skill development. Despite the advantages of multilingual digital engagement, reliance on foreign languages raised concerns about cultural identity and potential decline in Filipino proficiency. Students, however, perceived multilingual skills as complementary rather than a threat to their cultural belonging, balancing global communication abilities with Filipino cultural values. Overall, the study emphasizes the dual role of digital exposure in enhancing linguistic and cultural competencies while highlighting the need for intentional strategies to maintain heritage language. Educational stakeholders are encouraged to design programs and interventions that support multilingual skills without compromising Filipino proficiency and cultural identity. Keywords: Bilingualism, Cultural Preservation, Digital Learning, Language Attitudes