This study utilized Provus’ Discrepancy Evaluation Model (DEM) to assess the Bachelor of Elementary Education (BEEd) program of a particular state college in alignment with academic accreditation standards outlined in CHED Memorandum Order No. 74, series of 2017. The evaluation covered four stages: design, installation, process, and product. Using a concurrent triangulation mixed-methods design, the study utilized a researcher-made questionnaire to gather quantitative data as well as semi-structured interviews and documentary analysis to obtain qualitative insights. The results revealed that while the program adheres to most minimum standards, some critical discrepancies were identified, including curriculum congestion, qualification of administrative assignments and faculty workload issues, inadequacies in library resources, lack of laboratory and physical facilities. Despite these challenges, the institution demonstrates a strong commitment to continuous improvement through initiatives to align the program with accreditation standards.

Rey S. Pepito & Ruther D. Bianan

Date Recieved: May 16, 2025 | Date Accepted: July 28, 2025

This study examines the function of lexical cohesion in student writing, emphasizing how students employ collocation and repetition strategies to attain coherence. The study examines student essays from an essay-writing competition using Halliday and Hasan's (1976) framework to find the reiteration (synonyms, repetition, superordinates, generic terms). To find the collocation patterns, the study utilizes Halliday and Hasan's (1976) framework and Xu’s (2015) syntactic Taxonomy of Collocation. The results shows a heavy reliance on repetition and synonyms, indicating a preference for more straightforward reiteration techniques. Collocation pattern analysis revealed that "noun + verb" and "adjective + noun" structures are more common. The study concludes that although students successfully employ simple lexical cohesion tactics to increase coherence, extra training in more complex techniques may boost writing quality and fluency. The study advances linguistic theory and writing pedagogy by shedding light on how students attain coherence and proposing practical recommendations for writing instruction.

Ruth J. Ituralde

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This study examined the use of Discourse Markers (DMs) in the formal writing of elementary learners, a relatively underexplored area in English language education. Employing a qualitative content analysis, the research analyzed 10 essays selected from 50 Grade 5 and 6 learners. Drawing on Fraser’s Semantic Perspective Framework and Taboada and Mann’s Rhetorical Structure Theory (RST), the study explored the frequency, types, and functions of DMs in learners’ compositions. Findings revealed a dominant use of Elaborative Discourse Markers (EDMs), with “and” being significantly overused. This reflects a reliance on basic additive constructions, indicative of early cognitive and linguistic development. Other DM categories were rarely employed, suggesting limited ability to construct more complex rhetorical relationships. The results highlight the developmental nature of DM use and advocate for explicit targeted instruction in a wider range of markers to foster coherence and discourse competence in young learners’ academic writing.

Edward D. Bularon

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This qualitative research explored the placement of segment starters in learner’s opinion-editorial writing to determine how adolescent writers structure discourse, express argumentation, and attain coherence. Grounded in discourse analysis, the study analyzed an editorial article written by a senior high school learner from a public school. Segment initiators that start paragraphs and control textual flow were examined for rhetorical purpose, frequency, and conformity to genre conventions. Six segment starters from the article were elicited and grouped according to discourse marker typology and cohesion categories. These consisted of topical introducers, additive connectors, temporal and contrastive adverbials, and concessive markers. Each segment starter served a rhetorical function: introducing a topic, contrasting opinions, adding evidence, or conceding counterarguments. These markers contributed to the logical flow of the opinion-editorial and overall coherence. Findings indicated choices were suitable for the op-ed style, reflecting sensitivity to rhetorical strategies and audience expectations. Conclusions support targeted writing instruction.

Joyce Ethel L. Sienes

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This study investigates the pronunciation of word stress among Kolibugan learners of English at a particular high school in Sirawai, Zamboanga del Norte, Philippines. The Kolibugan learners, an Indigenous Muslim ethnolinguistic group facing distinctive obstacles in mastering English stress patterns, primarily due to the phonological characteristics of their first language, do not prioritize stress in the same manner as the proficient English language speakers. The study combines acoustic analysis using PRAAT software with learner interviews to evaluate stress placement accuracy and the factors influencing learners’ performance and perception. Findings reveal that stress misplacement is common, particularly in multisyllabic words, with a noticeable decline in accuracy as word length increases. These errors suggest negative transfer from the learners' native prosodic rules. The study highlights the significance of teaching suprasegmental features, such as word stress, within English language instruction. It also calls for culturally and linguistically responsive pedagogical strategies to improve pronunciation outcomes among learners from diverse linguistic backgrounds.

Dea Novieann T. Oliveros

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This study investigates the effectiveness of Modified Orwell’s Six Rules as an intervention to improve high school students’ academic writing skills in English. Using a pre-experimental one-group pretest-posttest design, 14 average writers were identified through a diagnostic test from the pool of 50 students. They were exposed to three writing interventions focusing on grammar, clarity and simplicity using modified writing rules validated by experts. The paired samples t-test was used to analyze the data. Results revealed a statistically significant improvement in posttest scores indicating enhanced performance on students’ essays. Findings support the use of simplified and structured writing guidelines to improve students’ academic writing skills. Furthermore, the study recommends integrating the modified rules into classroom instruction to enhance clarity and cohesion in writing.

Cathlea Justine S. Capalac, Dennie Claire B. Mapo & Divine Antonnette S. Magbanua

Date Recieved: May 15, 2025 | Date Accepted: July 31, 2025

This study examined the representations of Moro in newspaper articles from MindaNews. This was done by identifying the collocates using Sketch Engine, a corpus manager and text analysis program. The top five collocates (front, people, leaders, group, and woman) were considered for the analysis. A Focus Group Discussion (FGD) participated in by the Muslim student leaders from three universities in the region was also done to know their perceptions about the collocates. Findings revealed that representations of Moro both in news articles and students’ perceptions are seen as divided groups, sometimes violators and marginalized, yet they are also active participants and collaborators in achieving peace and security in the country. The term is also associated with people who have a strong desire for self-determination and who are known for preserving of their cultural values and traditions.

Michelle C. Reyes

Date Recieved: May 16, 2025 | Date Accepted: July 29, 2025

To establish the profile of the target university graduates, this study seeks to generate actionable insights from the alumni of the university from 2019-2021 through a Graduate Tracer Study (GTS). It assesses the relevance of curricular programs, alignment with labor market needs, and graduate satisfaction. Results reveal an overall employment rate of approximately 68%, with most graduates finding jobs within one year after graduation. A significant portion passed licensure examinations, particularly from teacher education programs. The study’s insights will inform institutional planning, accreditation compliance, and policy formulation, contributing to the university’s quality assurance initiatives and its goal of producing globally competitive graduates who are responsive to evolving workforce demands.

Mario R. Obra, Jr. , Nora D. Lai, Lea E. Usman, Oscar S. Sicat & Herne B. Esguerra

Date Recieved: May 16, 2025 | Date Accepted: July 31, 2025