Linguistics in Social Media: An Analysis on the Writing Conventions of Students’ Blog Posts

This study analyzed the writing conventions of students’ blog posts as to mechanics, usage, and sentence formation. The blog entries of college students taking a language class served as the sources of data in this mixed-methods study. Content analysis was used in order to determine the errors in the text. Each sentence was analyzed to identify the errors committed by the students. These were then categorized according to the indicators found in the framework. The quantitative data were treated using the frequency and percentage of the errors committed by the students. The mechanics category had the highest number of errors, according to the findings. The errors made by the students as to mechanics were in punctuation, capitalization, and spelling; on usage, they were in verb tense, word order, and S-V agreement; and on sentence formation, they were in simple, compound, and complex sentences. The act of writing is incredibly difficult and requires adhering to the correct grammar rules, selecting the right words, utilizing the correct punctuation, and organizing ideas into the appropriate sentences. This study suggested that the language teacher may offer power point games, worksheets, and online games on verb tenses; students may trade assignments with their peers so that they can proofread one another's entries; and students may be given an infographic on "Writing Online: Improving Writing Skills through Blogging" to help them identify the typical mistakes made while writing online and advice on how to avoid them

Linguistics in Social Media: An Analysis on the Writing Conventions of Students’ Blog Posts

This study analyzed the writing conventions of students’ blog posts as to mechanics, usage, and sentence formation. The blog entries of college students taking a language class served as the sources of data in this mixed-methods study. Content analysis was used in order to determine the errors in the text. Each sentence was analyzed to identify the errors committed by the students. These were then categorized according to the indicators found in the framework. The quantitative data were treated using the frequency and percentage of the errors committed by the students. The mechanics category had the highest number of errors, according to the findings. The errors made by the students as to mechanics were in punctuation, capitalization, and spelling; on usage, they were in verb tense, word order, and S-V agreement; and on sentence formation, they were in simple, compound, and complex sentences. The act of writing is incredibly difficult and requires adhering to the correct grammar rules, selecting the right words, utilizing the correct punctuation, and organizing ideas into the appropriate sentences. This study suggested that the language teacher may offer power point games, worksheets, and online games on verb tenses; students may trade assignments with their peers so that they can proofread one another's entries; and students may be given an infographic on "Writing Online: Improving Writing Skills through Blogging" to help them identify the typical mistakes made while writing online and advice on how to avoid them

GENDER AND LANGUAGE VARIATION ON THE COMMENTS OF VIRAL YOUTUBE VIDEOS

This study aims at analyzing the language variations between female and male comments on YouTube viral videos as to abbreviations, emojis, laughter variants, and spelling variants of personal pronouns, utilizing a mixed-method design. This study revealed that males tend to use abbreviations in their comments in the leisure domain. Females used more abbreviations in the information and knowledge domains and emojis in the two domains. The female users used haha, hehe, and jaja more frequently than male users in the leisure domain. Male and female users used the laughter variant more often in the leisure domain than in the information and knowledge domain. Women preferred to write the standard spelling of the personal pronouns "I" and "you." Moreover, both men and women used abbreviations to express their views immediately to speed up the typing of messages. Women were more familiar with positive and negative emojis than men. Language varies according to YouTube users' preferences in using the language when posting comments online, and the core social attributes influencing language use are social class, social networks, sex and gender, ethnicity, and age. Thus, infographic material with meanings and examples can be distributed to students and teachers

GENDER AND LANGUAGE VARIATION ON THE COMMENTS OF VIRAL YOUTUBE VIDEOS

This study aims at analyzing the language variations between female and male comments on YouTube viral videos as to abbreviations, emojis, laughter variants, and spelling variants of personal pronouns, utilizing a mixed-method design. This study revealed that males tend to use abbreviations in their comments in the leisure domain. Females used more abbreviations in the information and knowledge domains and emojis in the two domains. The female users used haha, hehe, and jaja more frequently than male users in the leisure domain. Male and female users used the laughter variant more often in the leisure domain than in the information and knowledge domain. Women preferred to write the standard spelling of the personal pronouns "I" and "you." Moreover, both men and women used abbreviations to express their views immediately to speed up the typing of messages. Women were more familiar with positive and negative emojis than men. Language varies according to YouTube users' preferences in using the language when posting comments online, and the core social attributes influencing language use are social class, social networks, sex and gender, ethnicity, and age. Thus, infographic material with meanings and examples can be distributed to students and teachers

Section 13, Magna Carta of Women: Awareness, Problems, and Prospects

The purpose of this study was to assess the degree of awareness and problems of the female faculty and GAD implementers of JRMSU on the provisions of Section 13 of the Magna Carta of Women, utilizing quantitative research design making use of a standardized test of the Gender and Development Survey Questionnaire. Scores were totaled, calculated, and statistical methods such as frequency count, percent, mean, and Chi-square were used to further analyze and interpret the data. Findings of the study revealed that female faculty and GAD implementers were well aware of the provisions of the law and rarely experienced problems, except for the opportunities to grow and contact information. Furthermore, there was no significant difference in the level of awareness of the respondents as to age, civil status, highest level of education, employment status, and designation but not on college. There was no significant difference as to the problems they met based on their profile. This means that the GAD Offices on the five campuses played an increased focus on informing the faculty members concerning the Magna Carta of Women, but some programs as to professional growth and opportunities are less considered. Thus, this study recommended that an information campaign video which focuses on the rights of women, including their benefits on leave, steps on how to avail it, as well as the hotlines, contact numbers, or contact person who is in charge of the programs initiated by the GAD Office, as well as the scholarship programs, faculty development programs, etc., may be developed and posted on the official social media platforms of the colleges

Section 13, Magna Carta of Women: Awareness, Problems, and Prospects

The purpose of this study was to assess the degree of awareness and problems of the female faculty and GAD implementers of JRMSU on the provisions of Section 13 of the Magna Carta of Women, utilizing quantitative research design making use of a standardized test of the Gender and Development Survey Questionnaire. Scores were totaled, calculated, and statistical methods such as frequency count, percent, mean, and Chi-square were used to further analyze and interpret the data. Findings of the study revealed that female faculty and GAD implementers were well aware of the provisions of the law and rarely experienced problems, except for the opportunities to grow and contact information. Furthermore, there was no significant difference in the level of awareness of the respondents as to age, civil status, highest level of education, employment status, and designation but not on college. There was no significant difference as to the problems they met based on their profile. This means that the GAD Offices on the five campuses played an increased focus on informing the faculty members concerning the Magna Carta of Women, but some programs as to professional growth and opportunities are less considered. Thus, this study recommended that an information campaign video which focuses on the rights of women, including their benefits on leave, steps on how to avail it, as well as the hotlines, contact numbers, or contact person who is in charge of the programs initiated by the GAD Office, as well as the scholarship programs, faculty development programs, etc., may be developed and posted on the official social media platforms of the colleges

FACULTY, STUDENTS, AND PARENTS SATISFACTION WITH FLEXIBLE LEARNING IMPLEMENTATION IN A STATE-FUNDED UNIVERSITY

Learner satisfaction and experience have a big impact on how well and how widely distant learning is accepted in higher education institutions. This study used a quantitative research methodology with the use of adapted standardized questionnaires from several sources to find out how satisfied 173 faculty members, 548 students, and 321 parents were with the deployment of flexible learning modes throughout the pandemic years. The frequency count, percent, and mean statistical techniques were used to total the scores, tabulate them, and conduct further analysis and interpretation. The faculty, students, and parents were generally satisfied in terms of the online learning modality. The faculty perceived the online teaching process as efficient, effective, and beneficial for both students and faculty. The students believed that the online learning was "satisfactory" in acquiring knowledge, while the parents believed that the online learning aided their children's learning. On the other hand, the faculty and students were satisfied with modular learning, while the parents were dissatisfied. The faculty found modular learning to be one of the ways to aid teaching during the pandemic. The students believed that the distribution and retrieval of modules were organized, the time allotment was acceptable, and safety and health protocols were ensured. The parents found that distribution and retrieval of modules are not well organized, and the orientation as to the use of modules during distribution is not clearly explained. A training workshop may be conducted for the faculty to repackage and revise the modules to ensure that enough and adequate time is allotted to each activity or assessment, to ensure that the learning activities and assessments adhere to complexity, timeliness, relevance, and alignment to the learning outcomes, and to structure and plan the course online, upload pictures, images, and videos on the chosen platform, attach links, use Google Forms, and engage in other computer-aided games and activities. The guidelines and procedures for the distribution and retrieval of the modules may be disseminated to parents and other stakeholders through brochures and flyers. Moreover, the administration may allot funds to provide internet connectivity to students who choose online learning modes, such as free cell cards, or form partnerships with LGUs and NTC to create a free wifi connection at a specific location in each barangay. &nbsp

Anxiety in Second Language in Relation to Students’ Speaking Performance

Language anxiety is thought to hinder language learning, and if the learners are truly anxious in class, they are probably not fully engaged, if at all. With the help of the Foreign Language Speaking Anxiety Scale (FLSAS) and a free-speaking exercise, this study intends to ascertain the association between language anxiety and speaking performance among undergraduate and graduate students. Frequency count, percent, mean, and Kruskal Wallis were used as statistical techniques to total, tabulate, and further analyze and interpret scores. An extensive, unstructured phenomenological interview with the students was undertaken to ascertain the causes of their language anxiety, and the thematic analysis was carried out using Giorgi's phenomenological method. Students did less satisfactorily in speaking performances and were found to be moderately worried. Language anxiety and speaking abilities, particularly in vocabulary and comprehension, are significantly correlated. This is ascribed to error-causing factors such as the impact of the native language on the second language, lack of confidence, anxiety about communicating, and fear of being evaluated. This study concluded that speaking performance could be predicted using linguistic anxiety. Particularly in understanding and vocabulary, the worried learner frequently performed worse than the native speaker when speaking in English. According to this study, students who are really worried about language should receive training. Teachers can provide straightforward, captivating, varied, and entertaining oral tasks that will give pupils the chance to speak English freely

Anxiety in Second Language in Relation to Students’ Speaking Performance

Language anxiety is thought to hinder language learning, and if the learners are truly anxious in class, they are probably not fully engaged, if at all. With the help of the Foreign Language Speaking Anxiety Scale (FLSAS) and a free-speaking exercise, this study intends to ascertain the association between language anxiety and speaking performance among undergraduate and graduate students. Frequency count, percent, mean, and Kruskal Wallis were used as statistical techniques to total, tabulate, and further analyze and interpret scores. An extensive, unstructured phenomenological interview with the students was undertaken to ascertain the causes of their language anxiety, and the thematic analysis was carried out using Giorgi's phenomenological method. Students did less satisfactorily in speaking performances and were found to be moderately worried. Language anxiety and speaking abilities, particularly in vocabulary and comprehension, are significantly correlated. This is ascribed to error-causing factors such as the impact of the native language on the second language, lack of confidence, anxiety about communicating, and fear of being evaluated. This study concluded that speaking performance could be predicted using linguistic anxiety. Particularly in understanding and vocabulary, the worried learner frequently performed worse than the native speaker when speaking in English. According to this study, students who are really worried about language should receive training. Teachers can provide straightforward, captivating, varied, and entertaining oral tasks that will give pupils the chance to speak English freely

GENDER EQUITY LANDSCAPE IN HIGHER EDUCATION DURING PANDEMIC YEARS: LINKING ORGANIZATIONAL PRACTICES TO TEACHERS’ MORALE AND PRODUCTIVITY

This study sought to ascertain how organizational strategies affected gender equity in a teacher’s morale and productivity among male, female, and nonbinary faculty at Jose Rizal Memorial State University, utilizing a descriptive correlational research design with the use of standardized tests. The frequency count, percent, mean, Chi-square, and Pearson R statistical tests were used to total, tabulate, and further analyze and interpret the results. The findings showed a substantial association, demonstrating how organizational practices have an effect on a teacher's level of morale. The organization may implement leadership development programs to prepare upcoming deans or associate deans for their positions. Organizational practices and faculty production in research were not significantly correlated, however there was a strong correlation between organizational practices and faculty productivity in instruction and community services. Gender equity within an organization can stimulate improvements in instruction and performance in extension but does not lead to research productivity among the faculty of the university. Thus, the deans and associate deans may include in their PPMP the purchase of classroom supplies, equipment, and other audio-visual aids and projection equipment. Furthermore, a staff may be hired in the college to assist the faculty with encoding, designing, and developing instructional materials. On the other hand, gender equality among university teachers does not result in increased productivity in research. The college may conduct action research to explore the factors that may affect the research productivity of the male, female, and nonbinary faculty. Furthermore, the proposed "Action Plan for Monitoring and Evaluating Gender Equity in Institutional Work Plans and Activities" may be utilized to sustain gender equity in educational institutions