Chapter 2.

Communication in the 21st Century

MY JOURNEY

In the previous chapter, the fundamentals of communication were studied.

There were discussions about the definition and nature of communication, the process
and models of communication, and the rudiments of communicating across cultures.

In his chapter, you will focus on the challenges and opportunities brought by the
21stcentury on communication. You will be reading various texts that will enlighten you
of the role of communication in the global arena. This also highlights the role of
communication in a culturally diversity societies. You will be given awareness on the
importance of a bias-free language in communicating with people from cultures and
discourse communities.

Lesson 1. Communication and Globalization

Lesson 2. Intercultural Communication

Lesson 3. Culturally Sensitive and Bias Free Language

MY EXPECTATIONS

Throughout the lesson, you are expected to:

1. develop appreciation for different cultural perspectives;

2. practice effective intercultural communication;
3. communicate sensitively, taking into consideration a listener’s gender, religion,
beliefs, and traditions; and
4. reflect on your learning about intercultural communication.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 1

 MY READINGS

Lesson 1. Communication and Globalization

HOW GLOBALIZATION AFFECTS COMMUNICATION (AND VICE-VERSA)

Communication is the soul of all human aspirations. Without it, ideas would
not turn into realities. In today’s digitalization, connectivity in politics, religion,
economy, education, travel and lifestyle and even personal and romantic
relationships is wide-spread and overwhelming.

Through this rapid and powerful communication, e-Commerce businesses,

freelancing opportunities, e-services, cyber relationships and ad hoc/mesh network
messaging apps boomed. It made our lives incredibly convenient in innumerable ways.
You’re late for work, you book an Uber. You’re dating status is dull, so try out Tinder.
You don’t have a load and you want to call or text someone, you may use Viber, What’s
app, or Messenger. Traveling? AirBnb gives you options where to stay. It’s now easy to
communicate. This is how globalization change the way we communicate.

The Effects of Globalization on Global Communication

by: Anam Ahmed
Reviewed by: Elisa Shoenberger, M.B.A.
https://bizfluent.com/info-8232542-effects-globalization-global-communication.html

Connecting with people on the other side of the world is now much easier than it
was a few years ago. Satellites, fiber-optic cables and the internet make it effortless to
share information with those in different time zones and locations. Global communication
is directly affected by the process of globalization, and helps to increase business
opportunities, remove cultural barriers and develop a global village. Both globalization
and global communication have changed the environmental, cultural, political and
economic elements of the world.

Increased Business Opportunities. Many companies today hire employees that

are located in other countries. Using communication vehicles such as video calling make
it simple to converse with colleagues across the globe, almost making it feel as if they
are in the same room. Technology also makes it easier to connect with suppliers and
customers all over the world, and to streamline those relationship through improves

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 2

ordering, shipment tracking and so on. With this kind of communication technology,
many businesses are able to take advantage of opportunities in different countries or
cities, improving the economic outlook on a global level.

Thanks to global communications, information itself can be transferred as a

valuable business asset from one country to another. This has the effect of making
everyone's operations more modern and efficient, regardless where they are located.

Fewer Cultural Barriers. Many people perceive culture to be the root of

communication challenges. When people from two different cultures try to exchange
information, the way they speak, their body language or their mannerisms can be
interpreted differently by the other person. The way people approach problems and how
they participate in communities is all influenced by culture.

Globalization has made it possible, for example, for someone in Japan to

understand how someone in the U.S. goes about their day. With television and movies,
cultural barriers are becoming less prevalent. Being able to communicate effectively and
frequently with colleagues or friends across the planet helps people understand each
other’s cultures a little better.

Creation of a Global Village. You’ve likely heard of the phrase "global village,"
coined by theorist Marshall McLuhan. Affected both by globalization and global
communication, the global village is created when distance and isolation no longer
matter because people are connected by technology. Wide-spread telephone and
internet access have been life-changing for many people across the world, especially
those in developing countries. Many are now enrolling in universities across the world
without having to leave their desk chair. Virtual assistant jobs are becoming
commonplace, where employees from developing countries work with companies in
North America or Europe, providing administrative support and other business services
that can easily be conducted over the phone or via the internet.

Globalization and global communication have made it easier to see people on the
other side of the world as a neighbor, instead of a stranger from a faraway land. There
is so much knowledge about other countries and cultures available online, that it’s no
longer a complete mystery.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 3

How to Communicate Globally
by: Sue Teresa Tan
https://bizfluent.com/info-8232542-effects-globalization-global-communication.html

Because of numerous technological advancements, the world has gotten smaller

and communication is more effective and efficient. People have ceased to be limited by
their geographical boundaries when it comes to reaching out to other people. Countries
are connected together in a global village because of the innovations that make
communicating real-time across different locations around the world possible.

Whether you’re a business owner or simply somebody who wants to stay

constantly updated, global communication is an indispensable tool that you can use.
Learning how to communicate globally is the best way to reach out to more people across
different continents.

Be considerate of cultural differences. When communicating globally, it’s

important for you to understand that cultures and beliefs vary across different nations.
Even provinces and states within the same country have different ways of handling
business or doing certain things. You want to factor in cultural differences and learn to
be more flexible in accommodating these differences so you can communicate
effectively with your peers from other countries.

Learn how your associates deal with things in their countries. The best way to
handle cultural differences is to research beforehand how different countries handle
business meetings or any other type of discourse. For instance, the Japanese prefer that
you get straight to the point instead of making small talk.

Be aware of language barriers. English is usually the medium of discourse, but

take note that some countries do not necessarily use this as their primary language.
While you may sound smart with witty jargon among those who have been speaking the
language for most of their lives, people from China or France, for instance, may not
understand your wit. Best to stick to formal English, which is easier to understand.

Go over any form of written correspondence before you send it out to your
contacts. It is easy to unconsciously cause misunderstandings when you deal with
people from different parts of the world. When reviewing your correspondence, make
sure that you’re not using derogatory terms or even sentences that may be taken in the
wrong light.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 4

 Always stay updated with developments in communications and information
technology. Over the years, technology has improved so that it’s now possible to obtain
real-time updates from people located from the other side of the world. To be able to
maintain the efficiency of global communications, it’s important that you stay updated
with the latest trends and try to incorporate the more effective ones in your
communication strategies.

Getting in touch with people from all over the world requires you to get a stable
internet service. This will ensure that your business will not get disrupted by technical
issues, particularly during crucial times. It helps to know a bit about the primary language
of your business contacts. For instance, if you have business contacts from Japan, you
might want to consider studying conversational Japanese.

Always be sensitive to the needs of the people you get to talk to. Since cultural
differences exist, it’s important that you stay attuned to potential challenges when dealing
with people from other nations.

World Englishes

When we talk about communication and globalization, it is also important to

include World Englishes. The term World Englishes refers to the differences in the
English language that emerge as it is used in various contexts across the world. Scholars
of World Englishes identify the varieties of English used in different sociolinguistic
contexts, analyzing their history, background, function, and influence.

Languages develop to fulfill the needs of the societies that use them. Because
societies contain a diverse range of social needs, and because these needs can differ
across cultures and geographies, multiple varieties of the English language exist. These
include American English, British English, Australian English, Canadian English, Indian
English, and so on.

While there is no single way for a new variety of English to emerge, its
development can generally be described as a process of adaptation. A certain group of
speakers take a familiar variety of English and adapt the features of that variety to suit
the needs of their social context.

For example, a store selling alcoholic beverages is called a “liquor store” in

American English, whereas it is called an “off-licence” in British English. The latter term
derives from British law, which distinguishes between businesses licensed to sell
alcoholic beverages for consumption off the premises and those licensed for
consumption at the point of sale (i.e., bars and pubs).

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 5

 Such variations do not occur in terms of word choice only. They happen also in
terms of spelling, pronunciation, sentence structure, accent, and meaning. As new
linguistic adaptations accumulate over time, a distinct variety of English eventually
emerges. World Englishes scholars use a range of different criteria to recognize a new
English variant as an established World English. These include the sociolinguistic
context of its use, its range of functional domains, and the ease with which new speakers
can become acculturated to it, among other criteria.

The Origin of World Englishes

This section, which is not meant to be exhaustive, provides a simplified narrative

of how World Englishes emerged as a field of inquiry.

1965. Linguist Braj Kachru (1932-2016) publishes his first journal article, entitled
“The Indianness in Indian English.” In the article, he lays the theoretical groundwork for
the idea of World Englishes by interpreting how English is nativized in India, delineating
some of its unique sociological and cultural aspects, and showing that “Indian English”
is a unique variety of English which is neither an American or British English.

1984. Kachru formally introduces the term “World Englishes” at the Teachers of
English to Speakers of Other Languages (TESOL) Conference along with the global
profile of English. Later, he proposes the three concentric circles model. Both papers are
subsequently published.

Kachru's three concentric circle model. Image c/o Wikimedia

Commons (Creative Commons 4.0 License).

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 6

 The inner circle refers to the countries where English is used as the primary
language, such as the USA, Britain, Canada, New Zealand, and Australia.

The outer/middle circle denotes those countries where English usage has some
colonial history. This includes nations such as India, Bangladesh, Ghana, Kenya,
Malaysia, Nigeria, Pakistan, Philippines, Singapore, Sri Lanka, Tanzania, and Zambia.

The expanding circle includes countries where English is spoken but where it
does not necessarily have a colonial history or primary/official language status. This
includes nations such as China, Japan, South Korea, Egypt, Nepal, Indonesia, Israel,
Korea, Saudi Arabia, Taiwan, USSR, and Zimbabwe. Any country where English is
regularly spoken (even in limited contexts—e.g., for international business) that does not
fall under the first two categories is considered to be in the expanding circle.

The boundaries between outer and expanding circles can be blurred as the users
of English in any of these specific countries may fluctuate because of the demographic
shifts, economic motivations, and language education policy.

Kachru argues that it is important to view each variety of English in its own
historical, political, sociolinguistic, and literary contexts. This concentric circle model
does not only show the wide spread of English across the world, but also emphasizes
“the concept of pluralism, linguistic heterogeneity, cultural diversity and the different
theoretical and methodological foundations for teaching and research in English” (1984,
p. 26).

Kachru also defines the quality of “nativeness” in World Englishes “in terms of
both its functional domains and range, and its depth in social penetration and
resultant acculturation” (1997, p. 68). A community acquires “native” English-speaking
status as it uses English in broader a greater number of societal contexts. This process,
however, is shaped by the historical role of English in the community (e.g., as the
language of a colonizing force). It is this interaction between functionality and history that
leads to the nativization of English in a particular society or population group.
Consequently, Kachru argues, the English language belongs not only to its native
speakers but also to its various non-native users throughout the world.

1992. Larry E. Smith contributes a chapter titled, “Spread of English and Issues
of Intelligibility” to The Other Tongue: English Across Cultures, edited by Braj B. Kachru.
Smith, in this chapter, mentions that since the global spread of English has been very
rapid by historical standards, not all these English varieties will necessarily be intelligible
to each other. Thus, he argues that the idea of English’s “intelligibility” should be thought
of as a matter of its ability to be understood by a speaker and listener within the same
speech community, rather than its degree to be understood solely by native speakers of
English. He also proposes the following three terms to understand the interaction

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 7

between speaker and listener: 1) intelligibility (word/utterance recognition), 2)
comprehensibility (word/utterance meaning, or “locutionary force”), and 3) interpretability
(meaning behind word/utterance, “illocutionary force”)

Lesson 2. Intercultural Communication

Definition and Nature of Intercultural Communication

Intercultural communication happens when individuals interact, negotiate, and
create meanings while bringing in their varied cultural backgrounds (Ting-Toomey,
1999).

For some scholars, intercultural communication pertains to communication

among people from different nationalities (Gudykunst, 2003). Still, others look at
intercultural communication as communication that is influenced by different ethnicities,
religions, and sexual orientations.

Both interpretations show that intercultural communication takes place when

people draw from their cultural identity to understand values, prejudices, language,
attitudes, and relationships (Gudykunst & Kim, 2003). Moreover, this facet of
communication can also be seen as a bargained understanding of human experiences
across diverse societies. Simply put, intercultural communication is the sending and
receiving of messages across languages and cultures.

Sometimes, intercultural communication can flow smoothly and become very

interesting for a cross-cultural group. However, things may not go as planned when
communication is disrupted by cultural collisions.

When you speak, your speech is continuously accompanied by gestures, facial

expressions, and other body movements that add to what you are saying in different
ways. For example, nodding means “yes” in the Indian subcontinent, Iran, most of
Europe, Latin America, and North America. However, in Greece, Lebanon, Syria,
Palestine, Turkey, Macedonia, Bulgaria, and Albania, nodding indicates disagreement.
Moreover, in the case of Japanese culture, silence as a form of communication is more
integrated in their customs than in Western languages. It is therefore important for you
to acknowledge and understand the many communication patterns present in other
cultures.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 8

The Developmental Model of Intercultural Sensitivity
The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that
explores how people experience cultural differences. According to Bennett and Bennett
(2004), it has six stages. These are the following:

Stage 1: Denial. The individual does not recognize cultural differences.

An individual in the denial stage might be heard saying:
“All cities are the same; they all have tall buildings, fast food chains,
and coffee shops.”

Stage 2: Defense. The individual starts to recognize cultural differences and is

intimidated by them, resulting in either a superior view on own culture or an unjustified
high regard for the new one.
An individual in the defense stage might be heard saying:
“This culture does not view life the way we do; our culture is certainly
better.”
“Their ways are better than my own; I wish I were one of them.”

Stage 3: Minimization. Although individuals see cultural differences, they bank more
on the universality of ideas rather than on cultural differences.
An individual in the minimization stage might be heard saying:
“Once we see through the cultural differences, we really are just the
same!”

Stage 4: Acceptance. The individual begins to appreciate important cultural

differences in behaviors and eventually in values.
An individual in the acceptance stage might be heard saying:
“These people and I have different values and experiences, and I
think we can learn from one another.”

Stage 5: Adaptation. The individual is very open to world views when accepting new
perspectives.
An individual in the adaptation stage might be heard saying:
“To address our issue, I have to adjust my approach to consider both
my own and my counterpart’s background.”

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 9

 Stage 6: Integration. Individuals start to go beyond their own cultures and see
themselves and their actions based on multifarious cultural viewpoints.
An individual in the integration stage might be heard saying:
“I can look at things from the perspective of various cultures.”

Once you understand these stages, you may apply it to 1) recognize

communication behaviors which differ from your own, 2) take into account what can
influence these types of behaviors, and 3) try to analyze how linguistic and cultural
communities differ in terms of communication behavior and influencing factors (Allwood,
1985).

Characteristics of Competent Intercultural Communicators

World Bank (2010) identifies the following traits that define a competent intercultural
communicator.
1. flexibility and the ability to tolerate high levels of uncertainty
2. reflectiveness or mindfulness
3. open-mindedness
4. sensitivity
5. adaptability
6. ability to engage in divergent thinking (or thinking creatively) and systems-level
thinking (or thinking how each one in a system or organization influences each
other)
7. politeness
Note that in addition to culture, other elements such as gender, age, social status,
and religion must also be taken into consideration when communicating with others.
Refrain from showing bias when talking to someone by following the tips below.
1. Avoid stereotypes, i.e., generalizations about a certain group.
2. Challenge gender norms; avoid using “he” and “man” to refer to a general group of
people. To remedy this, you may use plural pronouns or rewrite a sentence to avoid
using pronouns. The use of his/her is also acceptable.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on a lower social
class than you.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 10

Lesson 3. Culturally Sensitive and Bias Free Language

Our world is constantly becoming more complex and diversified. Those in the
business world have come to realize the importance of socially and culturally sensitive
communication, which is sometimes also known as being “politically correct.” The
concept is also a global one. In a presentation at the Indian Institute of Technology in
Bombay, India, Professor Parthasarathy of the Department of Humanities and Social
Services stated that “Spoken or written language should be culturally sensitive,
unbiased, simple, concise, concrete and vivid. Cultural sensitivity is important in order to
avoid language that relies on unfounded assumptions, negative descriptions or
stereotypes of a given group’s age, class, gender, or geographic, ethnic, racial, or
religious characteristics” (Parthasarathy, n.d.). Being sensitive when communicating with
and about individuals with disabilities is important in demonstrating respect for all.

One of the important roles of an educator is to demonstrate respect for those her
or she is entrusted with teaching. Using language that does not offend or demean
individuals should be an ultimate goal. In an article in the journal Teaching Exceptional
Children, Carol Russell explains that “Person first is a philosophy reflected through
language and actions by putting the person first and the disability second” (Russell,
2008). This helps focus on the individual rather than the disability. She describes Person
First as a philosophy reflected through language and actions and gives the following
examples of this way of thinking and acting:

*Referring to the person first and then the disability.

*Emphasizing abilities and not disabilities or limitations.

*Not patronizing or giving excessive praise or attention to a person with a disability

(Russell, 2008).

Bias-free language is language that is sensitive to people’s sex, race, age,

physical condition and many other categories. Bias-free language does not discriminate
and therefore includes all readers in a fair and friendly manner.

1. Avoiding Sexism

Use gender parallelism: use the word woman in the context where you would use
man, lady where you would use gentleman, and girl where you would use boy.

Biased: I gave my name to the girl at the main desk.

Better: I gave my name to the woman at the main desk.

Use appropriate pronouns when referring to people that may be either male or
female.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 11

 Biased: Each manager must debrief his department.

Better: Each manager must debrief his or her department.

Replace gender-biased terms such as salesman and foreman with bias-free terms.

Biased: Give your report to the committee chairman.

Better: Give your report to the committee chair.

2. Avoiding Racism and Ageism

Mention a person’s race or age only if it is relevant to the story.

Biased: A strange Black man spoke to me at the grocery store.

Better: A strange man spoke to me at the grocery store.

Be aware of preferred group terms.

Biased: The bus of Oriental senior citizens took a detour.

Better (only if the age and race are relevant): The bus of Asian older adults took
a detour.

3. Disability and Disease

Focus on people rather than conditions.

Biased: I met an epileptic on the bus today.

Better: I met a person with epilepsy on the bus today.

These principles are taken from Business and Administrative Communication

(seventh edition) by Kitty O. Locker, which is available for your use at the Meijer Center
for Writing and Michigan Authors.

REFERENCE LIST
Department of Education. (2016). Oral Communication in Context for Senior High
School. C & E Publishing, Inc. Quezon City. ISBN 978-971-98-0449-9
Uychoco, M.T.A., and Santos, M.L. (2018). Communication for Society: Purposive
Communication. First Edition. Rex Book Store. Sampaloc, Manila. ISBN
978-971-23-8668-8
devschooluea. (2014). Does social media have the power to change the world?.
YouTube video. Retrieved last August 26, 2020 from
https://www.youtube.com/watch?v=Uppg_2nGo54

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 12

 Chapter 3. Communication in the Digital Age

MY JOURNEY

The 21st century is described as the digital age because of the emergence and
development of different technologies that have helped people accomplish tasks in a
more effective and efficient way. This also greatly improve the communication process.
A common example is the use of smartphones for communication via text messaging,
voice call, or video call. You can even use smartphones to send an email or post on a
website.

In this chapter, you will begin to understand the role of communication in the
digital age. Discussions will be about ICT and society, the netiquette in communicating
online, and empowerment through ICT.

Lesson 1. ICT and Society

Lesson 2. ICT Safety, Security, and Netiquette

Lesson 3. Empowerment through ICT

MY EXPECTATIONS

Throughout the lesson, you are expected to:

1. explain how Information and Communications Technology (ICT) has been used for
people empowerment and communication;
2. apply learning and thinking skills, life skills, and ICT literacy in understanding
communication; and
3. reflect on the role of communication in the digital age.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 13

 MY READINGS

Lesson 1. ICT and Society

Several studies conducted in different countries of the world have pointed out the
importance of ICT for sustainable development. Significant changes has been observed
in four major aspects of life: communication, economics, education and travel.

Study the list below. What are other examples can you add for each aspect?

Education

1. Source of learning, teaching and research materials

2. Online learning communities
3. Recording and computation of grades
4. Managing records and other administrative purposes

Business

1. Online marketing
2. Convenient business transactions
3. Online payment gateways

Communication

1. Social networking sites

2. Instant messaging and video calls
3. Forums and webinars (web seminars)

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 14

 Travel

1. Online booking and reservation

2. Online tracking of reservations

With all these changes, the demands in the workplace have also changed
dramatically. According to Harvard Business Review (2012), the top three requirements
for applicants today are (1) ICT skills, (2) Communication skills, and (3) analytical skills.
A competitive applicant for a job today must have all of these qualifications.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 15

Lesson 2. ICT Safety, Security, and Netiquette

The internet is define as the Information superhighway. Everything can be

accessed in just a single click. Thus, it is seen as a powerful tool. However, it is also one
of the dangerous places.

1. Thou shalt not use a computer to harm other

people.
2. Thou shalt not interfere with other people's
computer work.
3. Thou shalt not snoop around in other people's
computer files.
The Ten 4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false
Commandments witness.
of Computer 6. Thou shalt not copy or use proprietary software for
which you have not paid.
Ethics 7. Thou shalt not use other people's computer
(Computer Ethics resources without authorization or proper
Institute, n.d.) compensation.
8. Thou shalt not appropriate other people's
intellectual output.
9. Thou shalt think about the social consequences of
the program you are writing or the system you are
designing.
10. Thou shalt always use a computer in ways that
ensure consideration and respect for your fellow
humans.

Lesson 3. Empowerment through ICT

ICT can contribute to fostering empowerment and participation and making

government processes more efficient and transparent by encouraging communication
and information-sharing among people and organizations, and within government.

Using ICT, governments can improve the quality and responsiveness of the
services they provide to their citizens as well as expand the reach and accessibility of
services and public infrastructure. This is facilitated by e-government applications that
provide services and information to citizens over the Internet and other communication
networks.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 16

 ICT connects individuals and local communities with information and resources
beyond their geographic boundaries, encouraging information dissemination,
information exchange and communication. Citizens are encouraged to participate in the
democratic process through ICT mechanisms such as electronic forums and bulletin
boards, which enable participation in public discussions. This is especially relevant for
marginalized communities and groups such as women, youth and ethnic minorities: they
can share and exchange information of mutual interest, strengthen their collective power
and shape their own development solutions.

Organizations in developing countries also find it increasingly feasible to

participate in information-sharing that strengthens governance and collective power,
allowing them to influence political and institutional decision-making processes. Trade
unions, for example, have used the Internet as a campaigning tool to organize labor
globally in the fight against exploitation.

Challenges. The lack of reliable and affordable telecommunications and power

infrastructure is still a barrier. In addition, although people and organizations can
effectively use ICT to improve their information exchange and communications, strong
leadership and management capabilities are required to translate information into
coordinated action.

REFERENCE LIST
Nada, E. R. (2015). Module in GED-ENG 101: Purposive Communication. First
Edition. Publication and Materials Development Office. Philippine Normal
University-Mindanao. Prosperidad, Agusan del Sur.
Uychoco, M.T.A., and Santos, M.L. (2018). Communication for Society: Purposive
Communication. First Edition. Rex Book Store. Sampaloc, Manila. ISBN
978-971-23-8668-8
Dayagbil, F., Abao, E., and Bacus, R. (2016). Critical Reading and Writing for the
Senior High School. Lorimar Publishing, Inc. ISBN 978-621-8035-07-2
Department of Education. (2016). Oral Communication in Context for Senior High
School. C & E Publishing, Inc. Quezon City. ISBN 978-971-98-0449-9
Juanillo, M. and Tan, E. (2018). E-Tech: Technology empowerment in a connected,
digital world. First Edition. TechFactors, Inc. Quezon City. ISBN 978-621-
8000-84-1

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 17