| 1 |
Author(s):
Euan John S. Opialda , Sharon O. Calimpong, Rhea B. Rojo, Jhon Lloyd Bonda.
Page No : 1-11
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From Tweets to Text: Exploring the Influence of Social Media on Generation Z’s Lexical Innovation and Academic Writing
Abstract
This study explored the influence of social media–driven lexical innovations on the academic writing performance of Generation Z students at Northern Iloilo State University–Ajuy Campus. Grounded in the Computer-Mediated Communication (CMC) Theory, the research employed a quantitative descriptive–correlational design to examine how exposure to online platforms and slang affects students’ formal writing. Fifty undergraduate students from five academic programs participated through a validated survey questionnaire, and data were analyzed using frequency, percentage, mean, and Analysis of Variance (ANOVA). Results revealed that BTW, LOWKEY, ASAP, and SLAY were among the most frequently used slang expressions, primarily acquired through social media platforms such as Facebook, X, and Instagram. Students perceived that the use of slang and lexical innovation had a high influence on their academic writing performance, though no significant difference was found when grouped according to age, sex, or course. The findings confirm that social media serves as both a source of linguistic creativity and a challenge to formal writing conventions. The study concludes that Generation Z’s language use reflects the convergence of digital and academic literacies. It recommends that educators integrate digital literacy and language awareness into instruction to help students distinguish between informal and academic registers, fostering linguistic flexibility and academic competence in the digital era. Keywords: Social Media, Lexical Innovation, Generation Z, Academic Writing, Digital Communication, Computer-Mediated Communication Theory
| 2 |
Author(s):
Heyden D. Archide, Keanne B. Soberano, Mel M. Lara.
Page No : 12-21
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Exploring the Reading Profiles and Academic Performance of Grade 8 Learners: Insights from the Literacy and Numeracy (LAN) Program
Abstract
This research study determined the reading profile and academic performance of the Grade 8 learners in one of the big schools in Sara, Western, Philippines. All the sixty- five (65) learners under LAN Program were purposely included in the study. A researcher-made checklist was distributed to the respondents to gather and describe their profile as to sex and parents' highest educational attainment. The data from the pre and post test results were collected from the teachers who are the implementers of the Literacy and Numeracy Program. The findings revealed that the academic performance of the respondents before the LAN Program was satisfactory. It was also shown that there is a significant correlation between sex and reading profile and the academic performance of the respondents. Moreover, it was also found that there was no significant difference between their parents' highest educational attainment and academic performance. The study emphasized that the respondents fall short in the frustration level. After conducting the posttest, the overall performance of the Grade 8 learners improved to satisfactory but with an increased mean rating reflecting the implementation of the LAN program somewhat effectively addressing the existing academic challenges or elevating students to higher performance levels. Based on findings, teachers, parents and stakeholders may help one another to give support in improving the learners reading level as well as design programs and activities that will elevate the learner's literacy levels.
| 3 |
Author(s):
Ma. Jea L. Bacud.
Page No : 22-32
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Assessing the Contributing Factors to Language Anxiety Among Pre-Service English Teachers
Abstract
This study aimed to identify the causes and levels of language anxiety among pre-service English teachers at Northern Iloilo State University, Ajuy Campus. A descriptive survey quantitative research design was used to explore factors contributing to language anxiety, with data gathered from pre-service English teachers selected through quota sampling. The Foreign Language Classroom Anxiety Scale (FLCAS) was utilized to measure anxiety levels, and data were analyzed using descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis tests. The results revealed that pre-service English teachers experienced moderate levels of language anxiety. However, no significant differences in anxiety levels were found based on sex, socio-economic status, or parents' highest educational attainment. The study identified the primary sources of anxiety, including fear of attending English classes, apprehension about receiving corrections from teachers, and nervousness when speaking without prior preparation. These findings suggest that language anxiety is a common challenge among pre-service teachers, potentially affecting their learning experience and professional development. The study emphasizes the importance of implementing targeted interventions, such as creating supportive learning environments and using anxiety-reducing teaching strategies, to help future educators effectively manage their language anxiety. By addressing these issues, educational institutions can improve the language proficiency and teaching competence of pre-service teachers, ultimately benefiting the broader field of English language education in the Philippines. The study calls for further research and development of strategies to reduce language anxiety, ensuring that future English educators are well-prepared to face the challenges of teaching in a foreign language.
Keywords: Language anxiety, Language anxiety levels, Prevailing causes, Pre-service English teacher
| 4 |
Author(s):
Kianne A. Palabrica, Jezza G. Encajonado.
Page No : 33-42
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Exploring Students’ Linguistic Practices in Purposive Communication Classes in Higher Education
Abstract
This study examined the linguistic usage patterns of university students enrolled in the Purposive Communication course during the 2023–2024 academic year at Northern Iloilo State University – Ajuy Campus across sex and academic program. A descriptive research design was employed, and data were collected through a researcher-developed questionnaire that underwent validation and reliability testing. A total of 260 students were randomly selected as respondents. Statistical analyses, including independent t-tests and Chi-Square Tests were used. The findings revealed that students from the Education and Criminology programs predominantly favored Hiligaynon, whereas Hospitality and Business and Management programs exhibited a more balanced used of Hiligaynon, English, and Filipino. Moreover, linguistic preferences were significantly influenced by academic program indicating contextual factor contributed to distinct communication patterns. In contrast, sex did not produce statistically significant differences in language usage. These results underscore the importance of recognizing and accommodating the linguistic diversity present within the university setting. The study highlighted the need for differentiated instructional strategies that align with students’ sociocultural contexts and encourage to integrate pedagogical approaches that foster multilingual proficiency, including activities that promote linguistic analysis, practical language application, and positive attitudes toward language learning to enhancing the communicative competence.
| 5 |
Author(s):
Renette Tanoy, Mary Althea Desamero, Shaina Mae Alegre, Nobie Barlas Jr. .
Page No : 43-53
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The Impact of Artificial Intelligence on English Language Learning Among Pre-Service Educators
Abstract
This study investigated the impact of artificial intelligence (AI) on English language learning among pre-service educators at Northern Iloilo State University. Guided by Connectivism and Socio-Constructivist theories, the research examined how AI tools influence learners’ motivation, engagement, and proficiency while identifying challenges encountered in their use. A descriptive quantitative design was employed, involving sixty pre-service English teachers who responded to a validated Likert-scale questionnaire. Data were analyzed using descriptive and inferential statistics, including Pearson’s correlation at a 0.05 significance level. Findings revealed a high extent of AI tool utilization, particularly grammar checkers, translation tools, and chatbots, which were perceived as highly beneficial in enhancing language accuracy, confidence, and engagement. Results further indicated significant positive correlations between AI integration and learning outcomes, suggesting that AI contributes to both cognitive and affective improvement in language learning. However, participants also reported moderate challenges related to internet access, training limitations, and ethical concerns. The study concludes that AI integration enhances English language learning when supported by digital literacy, pedagogical readiness, and institutional support. It recommends embedding AI literacy in teacher education curricula to ensure the ethical, equitable, and pedagogically sound use of intelligent technologies in future classrooms.
Keywords: Artificial Intelligence, English Language Learning, Pre-Service Educators, Digital Literacy, Pedagogical Readiness
| 6 |
Author(s):
Beverly Cabariban Maglasang, Alvin J. Sumampong.
Page No : 54-66
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Influence of Parental Involvement on the Reading Ability and Scholastic Achievement of Pupils
Abstract
This study examined the influence of parental involvement on the reading ability and scholastic achievement of pupils at Lipata Elementary School in Surigao City, Philippines. A descriptive-correlational research design was employed to analyze the relationship between parental engagement and pupils’ performance. Data were gathered from parent-respondents through a validated questionnaire and from school records, including results of the Comprehensive Rapid Literacy Assessment (CRLA), the Philippine Informal Reading Inventory (Phil-IRI), and the pupils’ General Weighted Average (GWA). Descriptive statistics summarized the demographic profiles of respondents and levels of involvement, while Pearson’s correlation coefficient tested associations between parental involvement and performance indicators. Results revealed that parental involvement across all dimensions was consistently rated as often influential, with parent-child reading together, support for learning, and regular school-related discussions showing the strongest associations with reading ability and academic achievement. Significant relationships were also found between parent-child discussions and reading performance, and between shared reading activities and scholastic performance. These findings underscore the importance of fostering home-school collaboration to strengthen literacy development and overall academic success.
