Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Journal Corner of Education, Linguistics, and Literature
Dacalanio, Mark Aaron A.
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Reflective Thinking and English-Speaking Ability of Freshmen Education Students Flores, Brando P.; Reyes, Dexter A.; Cameros, Lemor D.; Andriano , Bea C. Andriano; Dacalanio, Mark Aaron A.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 3 (2025): February
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i3.447

Abstract

This study aimed to explore the levels of reflective thinking and English-speaking ability among 109 freshmen education students at a private college institution in Davao del Sur, Philippines, and to examine the relationship between these two variables. It used a quantitative descriptive-correlational research design and applied a stratified random sampling technique in gathering data. Findings revealed that the level of reflective thinking among freshmen education students was high, while their English-speaking ability was moderate. Additionally, the relationship between reflective thinking and English-speaking ability was found insignificant and non-correlational, suggesting that other factors might more significantly influence English-speaking skills. These findings indicated the need for targeted interventions to enhance English-speaking abilities alongside promoting reflective thinking practices. Educational administrators and teachers may focus on improving language teaching pedagogies and in creating supportive learning environments that foster these skills. Future research may explore these dynamics to better understand and support student development.
Error Analysis in Writing Business Letters Among Financial Management Students Igsi, Christian John Rhod D.; Edianon , Cenverto T.; Castro , Angel Mae B.; Graciano, Lea Charm C.; Saranillo , Kharissa Mae B.; Dacalanio, Mark Aaron A.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 3 (2025): February
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i3.448

Abstract

The English business writing correspondence is essential for Financial Management (FM) students, impacting their English writing proficiency both in academic and business purposes. This study identified the common errors in the written English business letters of FM students. The researchers employed a descriptive-qualitative method through Error Analysis Theory and Model of Corrective Feedback. Through this method, the researchers gathered data that provided a deeper understanding and analysis of the various writing difficulties encountered by FM students in their business letters. The letters were carefully checked and examined step by step to find and understand the mistakes that students usually make, helping to identify the areas where they often face difficulties and make errors. The results indicated eight types of error, which are sentence structure (21.3%), word choice (18.4%), capitalization (14.7%), preposition (11.8%), pluralization (9.6%), omission of article (8.8%), omission of linking verb (8.1%), and verb tense (7.3%). This implies that FM students are having difficulty in using the correct grammatical rules in writing. It is recommended that the students must be given feedback and great attention to reduce committing errors in writing business correspondence using the target language.
Impoliteness Triggers and Strategies in Students’ Complaints: A Socio-Pragmatic Analysis Dacalanio, Mark Aaron A.; Cani, Shine M.; Osiba, Grachelle T.; Syting, Christian Jay O.
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.v4i1.308

Abstract

This socio-pragmatic study aimed to unearth the impolite triggers and strategies used in students' complaints extracted from 100 online student complaints. Using Culpeper's Impoliteness Theory (1996, 2011, 2016), the study identified various impoliteness triggers, namely conventionalized and non-conventionalized impoliteness triggers. The former includes pointed criticisms,  condescension, insults, unpalatable questions, dismissals, message enforcers, threats, silencers, negative expressives, redundant patterning, and fighting words. On the other hand, the latter involves non-conventionalized impoliteness triggers, which involve form-driven and bald-on-record impoliteness, red herrings, convention-driven impoliteness, rhetorical questions, and inflammatory expressions. In terms of impoliteness strategies, the study found the use of bald-on-record impoliteness, positive impoliteness, negative impoliteness, and sarcasm or mock impoliteness, with withhold impoliteness not observed in the online context. Understanding the linguistic patterns of impolite complaints in online contexts can help formulate strategies to mitigate conflict and promote more constructive interaction among students. This study may provide valuable insights for improving digital discourse and social interaction protocols.
Co-Authors Andriano , Bea C. Andriano Cameros, Lemor D. Cani, Shine M. Castro , Angel Mae B. Edianon , Cenverto T. Flores, Brando P. Graciano, Lea Charm C. Igsi, Christian John Rhod D. Osiba, Grachelle T. Reyes, Dexter A. Saranillo , Kharissa Mae B. Syting, Christian Jay O.