Abstract
Despite the recognized importance of language proficiency and technology competence in STEM education, limited research has examined how technology competence explains or influences the relationship between language proficiency and mathematical competence among engineering students. Thus, this study aimed to determine the influence of language proficiency on mathematical competence and examine the role of technology competence in explaining and shaping this relationship among selected engineering students. Using a quantitative research design, the study involved 65 first-year engineering students from a private university in Northern Mindanao, Philippines, selected through stratified random sampling. Data were collected using an adapted validated questionnaire and analyzed through regression-based mediation and moderation analyses. Findings revealed that language proficiency significantly influenced mathematical competence with strong explanatory power. Technology competence also significantly mediated the relationship between language proficiency and mathematical competence, indicating that part of the influence of language proficiency operates through students' technology competence. However, technology competence did not significantly moderate the relationship, suggesting that the influence of language proficiency on mathematical competence remains consistent regardless of students' level of technology competence. These findings highlight the complementary roles of language and technology competencies in strengthening mathematical learning and suggest that educational institutions should adopt integrated instructional strategies that simultaneously develop communication, technological, and mathematical competencies to better prepare students for the demands of STEM education.