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All Journal Journal Corner of Education, Linguistics, and Literature International Journal Corner of Educational Research (IJCER)
NGO, Cristy Grace A.
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
The Epistemic Modality in the Inaugural Speeches of Philippine Presidents NGO, Cristy Grace A.; Cubelo, Ramil R.
International Journal Corner of Educational Research Vol. 3 No. 2 (2024): November 2024
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/ijcer.v3i2.285

Abstract

This qualitative corpus-based study employing epistemic analysis uncovered the epistemic modality (EM) markers used and their communicative functions in the seven inaugural speeches of the seven Philippine 5th Republic presidents. The findings revealed the preponderant use of epistemic modal verbs with 152 occurrences (81.72%), followed by epistemic lexical verbs with 20 occurrences (10.75%), epistemic modal adverbs with 9 occurrences (4.84%), and epistemic modal adjectives with 5 occurrences (2.69%). Moreover, the top-five modal verbs operated in the presidential inaugurals are will with 97 instances (66.9%), can with 28 instances (19.31%), shall with 9 instances (6.21%), would with 6 instances (4.14%), and could with 5 instances (3.44%). Meanwhile, should and might were never used by any president. In this regard, the presidents are confident, committed, bold, and certain with their statements; some are tentative and quite confident but still communicatively sensitive and polite; and few are uncertain but still diplomatic. Further, the communicative functions of the EM markers were categorized to high-intermediate-low modality values, certain-probable-possible semantic meanings, and close-near-distant epistemic distances.
Assessing the Gaps in Macro Skills: A Needs Analysis among Third-Year Psychology Students Ngo, Cristy Grace A.; Reyes, Maria Shiela E.; Ganzon, Janica Rei T.; Felix, Daniella Joy G.; Bacaca, Julliana Amor P.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.321

Abstract

This quantitative study employed a needs analysis approach which aimed to identify, aid, and present the problem with the proficiency in reading, writing, speaking, and listening skills of third-year Psychology students. 50 respondents from the psychology department in a private non-sectarian academic institution were randomly surveyed to gather the requisite data. Results showed that the respondents need guidance across various language competencies. Their reading skills are at the frustration level, listening skills are at the proficient level, and writing and speaking skills are at the moderate level. This study suggests customized instructional approaches which can significantly improve the receptive and productive English language skills of third-year psychology students, thereby empowering them to achieve greater academic and professional success. These findings underscore the effectiveness of ESP programs in enhancing the language skills required for psychology students and of similar academic contexts.
ESP Needs Analysis of Macroskills of Social Work Students Ngo, Cristy Grace A.; Mabale, Almira Luz M.; Maspara, Carylle Maxine; Montalbo, Jury Rose C.; Alcayde, Frances Arabella B.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.324

Abstract

This quantitative study employed needs analysis then revealed the preferred learning aids and learning activities, and the level of proficiency in reading, listening, writing, and speaking of 50 social work students in a private academic institution. Findings revealed that students showed a strong enthusiasm for visual and audiovisual aids as learning tools and lectures and class discussions as learning activities. Moreover, among the four macro skills, the students excel in reading comprehension at C1 level but face challenges in the affective domain; writing skills at B1 level, with strengths in content but struggles in organization; listening proficiency at B2 level, highlighting difficulties with accents and vocabulary; and speaking skills range from A2 to B1 levels, with stronger interaction skills at B2 level, indicating a need for improvement in fluency and coherence. These insights suggest that the social work students are capable of simple communicative English and are more inclined toward traditionalist and conceptual learning. Furthermore, students need more application activities that showcase their listening and speaking skills, as well as more contextualized and immersive learning activities and aids that incorporate variation and encourage spontaneous production.
Teaching of Language Skills to Students with Autism Spectrum Disorder during the COVID-19 Pandemic Ngo, Cristy Grace A.; Duhaylungsod, Nikka L.; Sacatan, Norhania B.
International Journal Corner of Educational Research Vol. 3 No. 2 (2024): November 2024
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/ijcer.v3i2.314

Abstract

This phenomenological study aimed to describe the teaching experiences, coping mechanisms, insights, and new teaching techniques of teachers in teaching language skills to students with Autism Spectrum Disorder (ASD) amidst pandemic. This study used a qualitative research design and the Colaizzi analysis strategy in analyzing the results. The five licensed Special Education teachers in both elementary and high school levels were selected through purposive sampling. The researchers constructed an interview guide and conducted semi-structured in-depth interviews. Findings and analyses of the study showed that the sudden shift of the programs and the intensified difficulty in getting the attention of the students with ASD were the challenges these teachers experienced. Consequently, the teachers motivated themselves to continue teaching, but sometimes the support from various support systems was inadequate. Further, they adapted a medical strategy and modified some traditional techniques to ensure the effectiveness of the instruction. The teachers can take advantage of the impairments with their teaching techniques.
Profanity in Social Media: An Analysis of Pragmatic Functions and Politeness Maxims Violation Mejia, Gil Emanuel A.; Ngo, Cristy Grace A.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 1 (2024): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i1.315

Abstract

This corpus-based study employed sociopragmatic analysis to identify the role of profrane linguistic expressions on social media, specifically Facebook and Instagram, in terms of their pragmatic functions and politeness maxims violations. The pragmatic functions identified are cathartic, abusive, and social functions; while the politeness maxims violations are tact, generosity, approbation, modesty, agreement, and sympathy maxims. This study not only illustrates the functions of profanity on social media but also reveals a pattern of profanity-violating maxims that are more focused on the other than the self-indicating offensive pragmatics behind profanity. However, it is important to note that the findings may not be generalizable to all social media platforms or cultural contexts, and further research is needed to explore these aspects.
Co-Authors Alcayde, Frances Arabella B. Bacaca, Julliana Amor P. Cubelo, Ramil R. Duhaylungsod, Nikka L. Felix, Daniella Joy G. Ganzon, Janica Rei T. Mabale, Almira Luz M. Maspara, Carylle Maxine Mejia, Gil Emanuel A. Montalbo, Jury Rose C. Reyes, Maria Shiela E. Sacatan, Norhania B.