Synergizing academic achievement with communicative competence and technology adoption
Keywords:
academic performance, communicative competence, technology, motivation, higher education
Abstract
In the context of twenty-first century education, the integration of technology and the development of communicative competence are essential to improve the academic performance of university students. The article discusses the relationship between communicative competence, technology adoption, and academic performance, focusing on the mediating role of student motivation in Malaysian higher education. The goal is to provide a comprehensive understanding of how these factors interact to influence learning outcomes in a rapidly evolving educational landscape. The study employed a quantitative research design to analyze the impact of communicative competence, technology adoption, and motivation mediation on the academic performance of 129 students at a Malaysian university using structured questionnaires and confirmatory factor analysis (CFA) with Smart PLS 4. This design allows for a thorough examination of the relationship between variables. The findings indicate that both technology adoption and communicative competence significantly impact academic performance, but their effects are magnified when combined with high levels of student motivation. The data reveal that students who effectively use digital tools and platforms tend to obtain better academic results, provided that they also possess strong communication skills that facilitate effective interaction and knowledge sharing.
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References
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Li, L. Y. & Tsai, C. C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286-297.
Manas, G. E. (2023). The Effect of Concept Map Strategy on Academic Achievement and Student Retention in Biology Education. Studies in Educational Management, 14, 1-10. https://doi.org/10.32038/sem.2023.14.01
Marangunić, N., & Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Univ Access Inf Soc 14, 81–95.
Malik, S., Malek, M., Saidin, S. F., & Afip, L. A. (2022). English Proficiency Among Business Students and its Impact on Academic Performance. International Journal of Education, Psychology and Counseling, 7 (47), 327-336.
Moore, C., & Shulock, N. (2009). Student progress toward degree completion: Lessons learned from the research literature. Sacramento: Institute for Higher Education Leadership & Policy.
Murday, K., Ushida, E., & Ann Chenoweth, N. (2008). Learners’ and teachers’ perspectives on language online. Computer Assisted Language Learning, 21(2), 125-142.
Naser, K. & Peel, M. (1998). An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course. Accounting Education, 7(3), 209- 223.
Othman, J., & Nordin, A. B. (2013). MUET as a predictor of academic achievement in ESL teacher education. GEMA: Online Journal of Language Studies, 13(1). 99-111. ISSN 1675- 8021
Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031.
Park, S. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students’ BehavioralIntention to Use e-Learning. Educational Technology & Society, 12(3), 150-162.
Realyvásquez-Vargas, A., Maldonado-Macías, A.A., Arredondo-Soto, K.C., Baez-Lopez, Y., Carrillo-Gutiérrez, T., & Hernández-Escobedo, G. (2020). The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico. Sustainability, 12(21), 9194.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13.
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2019). Partial least squares structural equation modeling (3rd ed.). Springer.
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Education. Oxford Bibliographies. Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement—Replicating and extending previous findings. Frontiers in Psychology, 10, (1730).
Suárez-Álvarez, J., Pedrosa, I., García-Cueto, E., & Muñiz, J. (2014). Screening enterprising personality in youth: An empirical model. The Spanish Journal of Psychology, 17, 1-9.
Tadese, M., Yeshaneh, A., & Mulu, G.B. (2022). Determinants of good academic performance among university students in Ethiopia: a cross-sectional study. BMC Med Educ, 22(1), 395.
Yen, D. & Kuzma, J. (2009) Higher IELTS Score, Higher Academic Performance? The Validity of IELTS in Predicting the Academic Performance of Chinese Students. Worcester Journal of Learning and Teaching, 3, 1-7.
Zheng, Z. & Mustappha, S. M. (2022). A literature review on the academic achievement of college students. Journal of Education and Social Sciences, 20, (1).
Al Awaji, N., Zaidi, U., Awad, S.S., Alroqaiba, N., Aldhahi, M.I., Alsaleh, H., Akil, S., & Mortada, E.M. (2022). Moderating effects of self-esteem on the relationship between communication anxiety and academic performance among female health college students during the COVID-19 pandemic. Int. J. Environ. Res. Public Health, 19, 13960.
Al-Rofo, M.A. (2010). The dimensions that affect the students’ low accumulative average in Tafila Technical University. Journal of Social Sciences, 22, 53 - 59.
Applegate, C., & Daly, A. (2006). The impact of paid work on the academic performance of students: a case study from the University of Canberra. Australian Journal of Education, 50(2), 155–166.
Baharum, N. N., Kadir, N. A. A., Farid, S. N. N. M., Shuhaimi, N. ‘Izzah M., Rahim, W. A., Razali, A. B., & Samad, A. A. (2021). MUET English Examination as a Predictor of Academic Achievement for TESL Teacher Trainees at a Public Teacher Education Institution in Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(3), 307–319.
Bo, W. V., Fu, M., & Lim, W. Y. (2023). Revisiting English language proficiency and its impact on the academic performance of domestic university students in Singapore. Language Testing, 40(1), 133–152. https://doi.org/10.1177/02655322211064629
Buniyamin, N., Kassim, R. A., & Mat, U. (2015). Correlation between MUET and academic performance of electrical engineering students. Esteem Academic Journal, 11 (2),1-11
Capone, R., & Lepore, M. (2022). From Distance Learning to Integrated Digital Learning: A Fuzzy Cognitive Analysis Focused on Engagement, Motivation, and Participation During COVID-19 Pandemic. Tech Know Learn, 27(4),1259–89. https://doi.org/10.1007/s10758- 021-09571-w.
Chowdhury, S., Rahman, M.N., & McCray, D. (2024). International Postgraduate Students’ Perceptions of Learning Difficulties and Their Impact on Academic Performance in British Universities. Studies in Educational Management, 15, 20-34. https://doi.org/10.32038/ sem.2024.15.02
Davis, F. (1989) Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13, 319-340.
Foong, C.C., Ghouse, N.L., Lye, BA.J., Holder, N.A.K.A., Pallath, V., Hong, W.H., Sim, J.H., & Vadivelu, J. (2021). A qualitative study on self-regulated learning among high performing medical students. BMC Med. Educ., 21, 320
Fornell, C., & Larcker, D. F. (1981). Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics. Journal of Marketing Research, 18, 382-388. http://dx.doi.org/10.2307/3150980
Geçkin, V. (2022). What’s covid19 got to do with my communicative competence? Self-reflections of pre-service English language teachers in Turkey. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(2), 261-276
Gewertz, C. (2008). States press ahead on 21st century skills. Education Week, 28(8), 21-23
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2011). Multivariate data analysis (7th ed.). Pearson.
Idris M., Hussain S., & Nasir A., (2020). Relationship between Parents’ Education and their children’s Academic Achievement. Journal of Arts and Social Sciences. VII (2), 82-92.
Jan, S. U., Anwar, M. A., & Warraich, N. F. (2020). The relationship between emotional intelligence, library anxiety, and academic achievement among the university students. J. Librariansh. Inf. Sci. 52, 237–248. https://doi.org/10.1177/0961000618790629
James, J., Talin, R. and Bikar, S. (2022). The Summary of School Leaderships Theories According to Malaysia Perspectives. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), p. e001400. https://doi.org/10.47405/mjssh.v7i4.1400.
Kirwan, C., Zhiyong, F. (2020). Smart Cities and Artificial Intelligence. Elsevier. Kleijn, W., Ploeg, H., & Topman, R. (1994). Cognition, study habits, test anxiety, and academic performance. Psycho Rep. 75, 1219–26.
Krishnan, S., Yaacob, A. & Veloo, A. (2019). The Relationship between ESL Matriculation Students’ Malaysian University English Test (MUET) Results and their Academic Achievement. International Journal of English Language & Translation Studies, 7(3), 11-18.
Lavi, R., Tal, M., & Dori, Y. J. (2021). Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning. Stud. Educ. Eval. 70:101002. doi: 10.1016/j.stueduc.2021.101002
Lee, Y., Choi, J., & Kim, T. (2013). Discriminating factors between completers of and dropouts from onlinelearning courses. British Journal of Educational Technology, 44(2), 328-337. https://doi.org/10.1111/j.1467-8535.2012.01306.x
Li, L. Y. & Tsai, C. C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286-297.
Manas, G. E. (2023). The Effect of Concept Map Strategy on Academic Achievement and Student Retention in Biology Education. Studies in Educational Management, 14, 1-10. https://doi.org/10.32038/sem.2023.14.01
Marangunić, N., & Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Univ Access Inf Soc 14, 81–95.
Malik, S., Malek, M., Saidin, S. F., & Afip, L. A. (2022). English Proficiency Among Business Students and its Impact on Academic Performance. International Journal of Education, Psychology and Counseling, 7 (47), 327-336.
Moore, C., & Shulock, N. (2009). Student progress toward degree completion: Lessons learned from the research literature. Sacramento: Institute for Higher Education Leadership & Policy.
Murday, K., Ushida, E., & Ann Chenoweth, N. (2008). Learners’ and teachers’ perspectives on language online. Computer Assisted Language Learning, 21(2), 125-142.
Naser, K. & Peel, M. (1998). An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course. Accounting Education, 7(3), 209- 223.
Othman, J., & Nordin, A. B. (2013). MUET as a predictor of academic achievement in ESL teacher education. GEMA: Online Journal of Language Studies, 13(1). 99-111. ISSN 1675- 8021
Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031.
Park, S. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students’ BehavioralIntention to Use e-Learning. Educational Technology & Society, 12(3), 150-162.
Realyvásquez-Vargas, A., Maldonado-Macías, A.A., Arredondo-Soto, K.C., Baez-Lopez, Y., Carrillo-Gutiérrez, T., & Hernández-Escobedo, G. (2020). The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico. Sustainability, 12(21), 9194.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13.
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2019). Partial least squares structural equation modeling (3rd ed.). Springer.
Steinmayr, R., Meißner, A., Weidinger, A. F., & Wirthwein L. (2014). Academic Achievement.
Education. Oxford Bibliographies. Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement—Replicating and extending previous findings. Frontiers in Psychology, 10, (1730).
Suárez-Álvarez, J., Pedrosa, I., García-Cueto, E., & Muñiz, J. (2014). Screening enterprising personality in youth: An empirical model. The Spanish Journal of Psychology, 17, 1-9.
Tadese, M., Yeshaneh, A., & Mulu, G.B. (2022). Determinants of good academic performance among university students in Ethiopia: a cross-sectional study. BMC Med Educ, 22(1), 395.
Yen, D. & Kuzma, J. (2009) Higher IELTS Score, Higher Academic Performance? The Validity of IELTS in Predicting the Academic Performance of Chinese Students. Worcester Journal of Learning and Teaching, 3, 1-7.
Zheng, Z. & Mustappha, S. M. (2022). A literature review on the academic achievement of college students. Journal of Education and Social Sciences, 20, (1).
Published
2025-03-26
How to Cite
Shahraniza, T., Ahmad, M., & Rubiyanti, N. (2025). Synergizing academic achievement with communicative competence and technology adoption. Interacción Y Perspectiva, 15(2), 502-518. https://doi.org/10.5281/zenodo.15080460
Section
Artículos de Investigación
