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All Journal Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Diel, Sophia Marie
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Languange, Linguistic, Communication & Media Other

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Linguistic Chameleon: Syntactic Functions of “Kuan” (Cebuano language filler) in Social Media Conversations Tabotabo, Rose Carmel; Delina, April Joy; Rotante, Kim; Rabago, Shendy; Diel, Sophia Marie; Bonganciso, Ruel T.
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2391

Abstract

The study explored the syntactic functions of “kuan” in social media conversations and in the logs, reels, and shorts of various Cebuano content creators. Taking into account related studies on fillers, the researchers discovered that there is still no known study of its syntactic functions. Hence, the researchers will analyze the syntactic functions of filler words, specifically the Cebuano filler “kuan” used by content creators. Understanding the syntactic functions of these words contributes to the body of language research by offering some insights into people’s communication patterns on social media. This contributes to our understanding of the versatility of “kuan” within the context of social media use. The researchers will be using content analysis to examine how Cebuano content creators used ”kuan” in their logs, shorts or reels and analyze their syntactic functions. The researchers have concluded that "kuan" has various syntactic functions: subject, verb, object, subject complement and object complement.
Breaking Barriers: Sign Language and Visual Aids in a Regular English Classroom for Hearing-Impaired Students Capitle, Riza Mae; Ferrariz, Genaro; Garcitos , Angelyn; Amacna, Ronjell; Caballero, Juliet; Diel, Sophia Marie
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3393

Abstract

This study explored the effectiveness of integrating sign language and visual aids into English language instruction for hearing-impaired (HI) students in inclusive classrooms. Focusing on the reading comprehension skill of identifying claims in written texts, the research assessed how multimodal strategies could enhance English language learning outcomes for both HI and hearing students. A quasi-experimental design was used, featuring pre- and post-tests based on a 25-item multiple-choice assessment aligned with Bloom’s Taxonomy. The results showed significant post-test gains for both groups, suggesting that the integration of sign language and visual aids can improve students’ ability to identify claims in English texts. Classroom observations highlighted increased collaboration and the use of varied communication strategies. The findings underscore the need for inclusive pedagogical approaches and trained educators to support equitable English language learning. Further research is recommended to validate these findings across larger, more diverse samples. This study contributes to English language teaching (ELT) by demonstrating how inclusive methods can support reading comprehension and promote language learning for all students.
Co-Authors Amacna, Ronjell Bonganciso, Ruel T. Caballero, Juliet Capitle, Riza Mae Delina, April Joy Ferrariz, Genaro Garcitos , Angelyn Rabago, Shendy Rotante, Kim Tabotabo, Rose Carmel