Digital Distractions and English Language Learning Engagement among Students at Frustration Level: A Correlational Study

The integration of digital technology in education offered accessible learning resources, yet unregulated usage created interruptions that hindered academic focus, particularly for learners facing difficulties in language proficiency. This research determined the extent of digital distractions and academic engagement among Senior High School learners at Tidman National High School, aiming to examine their relationship and propose an intervention program to address identified learning needs. The study employed a descriptive correlational research design. Data were gathered from 77 purposively selected students classified under the frustration reading level based on the Philippine Informal Reading Inventory (Phil-IRI) results, using validated survey questionnaires.
Findings revealed that learners frequently experienced digital distractions, specifically from social media notifications, prolonged recreational screen time, media multitasking, and constant online connectivity. Meanwhile, respondents demonstrated only a moderate level of academic engagement across behavioral, cognitive, and emotional dimensions. Statistical analysis established a weak and statistically insignificant relationship between overall digital distractions and engagement; however, results showed that social media notifications significantly and negatively influenced behavioral participation. Key challenges included difficulty sustaining attention, inconsistent study habits, and frequent interruptions that disrupted language processing. Based on these findings, the LEAD (Learn, Enhance, Achieve, and Develop) Program was developed to minimize digital interference and strengthen focused, meaningful engagement in English learning.

Digital Distraction, Academic Engagement, Descriptive Correlational Design, Phil-IRI, Frustration Level, English Learning, Intervention Program

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