It has been claimed that grammatical performance is one of the key indicators that may help experts determine whether a neurodivergent person faces brain issues as a result of a memory retrieval issue.One of the known instruments is the past tense production test, which may show that a person's brain may be affected by the condition as evidenced by their error in the forming of the past form of the verb.However, another faction in the literature claims that it is not a neurological issue but simply an acquisition failure.Thus, this exploratory study was aimed at determining whether the case of Filipinos with Tourette syndrome is simply an acquisition issue.Employing Walenski et al.( 2007)'s past tense production test, this study invited eight individuals with TS.The results confirmed that the target group displayed poor performance in the forming of the past tense irregular verbs.In addition, the study raised one aspect of the past studies that has been overlooked: the case of the second language speakers.

This study investigates the relationship between AIdriven writing tools and Impostor Syndrome (IS) among tertiary ESL students, focusing on how AI use influences self-perception and academic confidence.Employing a mixed-methods approach, the study involved 200 students from a Philippine state university, collecting quantitative data through a modified AI-induced Impostor Syndrome Test and qualitative data via semi-structured interviews.Findings reveal that show that 24% of students displayed minimal impostor traits, perceiving AI tools as enhancers of their skills.However, 49% fell within the moderate range, occasionally struggling with self-doubt and attributing their academic success to AI assistance.Notably, 24.5% reported frequent impostor experiences, suggesting a growing reliance on AI tools that may undermine self-efficacy.A critical 2.5% experienced intense impostor feelings, indicating a severe dependence on AI that negatively affected their academic identity.Qualitative data further highlighted concerns about authenticity, over-reliance on AI, and ethical dilemmas in academic writing.The study stresses the importance of balanced pedagogical strategies, digital literacy, and psychological resilience to mitigate AI-induced Impostor Syndrome.It also highlights the role of time management, structured review, and adaptability as key coping mechanisms.These findings support the development of interventions that promote confidence, academic integrity, and responsible AI integration in ESL education.

This study investigates how Vice Ganda, a prominent Filipino comedian and television personality, negotiates identity through humor and language on X (formerly Twitter).Guided by Herring's (2004) Computer-Mediated Discourse Analysis (CMDA), Shade's (1996) Types of Humor, Hay's (2000) Functions of Humor, and critical frameworks from Bakhtin (1984), De Mul (2015), and Oldenburg (1990), the research explores the intersection of digital discourse, identity performance, and cultural participation.Specifically, the study examines how humorranging from parody and pun to farce and wit-is deployed not only for entertainment, but as a strategic resource for discursive identity work in the digital public sphere.The findings reveal that Vice Ganda's humorous tweets facilitate the negotiation of multiple identities-from agedefying icon and flawed celebrity to queer provocateur and nationalistic fan-through stylized, queer-coded language and performative exaggeration.These performances align with Bakhtin's (1984) concepts of heteroglossia, grotesque realism, and the carnivalesque, where language becomes a site of inversion, play, and joyful disruption.This study argues that X-understood through Ray Oldenburg's (1990) notion of the Third Place-functions as a digital comedy bar and a subversive cultural venue.In this digital Third Space, Vice Ganda's voice becomes more than performative-it becomes transformative, enabling joyfilled resistance and the reimagining of public discourse.

In this brief report, we describe two cases of AI use in the language and communication classroom.The first case involved the use of Consensus, an AI-driven platform, as part of efforts to teach first year undergraduates how to use research databases to search for relevant research sources for an oral presentation assignment to pitch a proposal for a small-scale research study.In this first case, we show how, using an example of student work and response, the use of Consensus can, with its AI-driven capabilities, provide students with an alternative search platform for academic sources, and facilitate critical thinking when it comes to honing information literacy skills for first year undergraduates in terms of comparing the usefulness of different platforms to search for research literature.In the second case, ChatGPT was introduced to a group of graduate students.The purpose of this task was to teach them how to utilize ChatGPT appropriately to assist them in the writing process.This was done by raising students' awareness about the capabilities and limitations of using ChatGPT in writing.When students were asked to apply the writing and evaluative skills that they learned in the course to assess a critique, they were able to highlight the strengths and weaknesses of AI-written text based on the content, organization, and language usage.Subsequently, students reported in a survey that they would not use ChatGPT to develop the content of their essay or organize the content but use it for checking the accuracy of language in writing their own argumentative synthesis.Both cases show the potential of AI platforms to facilitate the research and writing process in the academic writing classroom.

A variety of studies have documented durational differences in homophonous word-final phonemic and morphemic alveolar sibilants in English ([s,z]).The present study investigates Korean learners of English as a foreign language (L2), whose first language does not show acoustic release of word-final sibilants, in their production of English phonemic and morphemic [s] and [z] in wordfinal position.In addition, Korean learners' production of word-final [s] in German as a third language (L3) are analyzed and compared to how first language speakers of German acoustically realize different functional variants of homophonous alveolar sibilants.Results show that Korean learners are able to incorporate subphonemic detail of word-final [s] and [z] that they implicitly learn in their first (English) and second (German) foreign language.The findings support the view that Korean listeners/ speakers are attentive to durational variation in word-final sibilants in foreign languages.The findings can contribute to the growing field of subphonemic studies in foreign language learning.

The implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines compelled education stakeholders to integrate translanguaging in teaching and learning.The sudden shift to a multilingual language learning framework proved to be challenging to both teachers and learners since education policy discourses continue to support monolingual classroom methodologies (Lin, 2013).However, little work has been done to investigate the attitudes of pre-service English language teachers (ELTs) in using translanguaging and the extent to which they are willing to accommodate other languages in their future second language (L2) classes.Thus, the present study explores the translanguaging attitudes and language positions of pre-service ELTs in a Philippine state university and compares their translanguaging attitudes and language positions by gender, year level, and academic performance.Data from 120 pre-service ELTs were gathered using the translanguaging attitudinal survey of Fang and Liu (2020) and the language positions survey questionnaire of Anderson and Lightfoot (2018).The responses were analyzed using descriptive statistics, t-test, and one-way analysis of variance (ANOVA).Findings revealed that the participants possess a positive view of translanguaging for contentoriented and classroom-oriented purposes.The majority of the participants also belong to the maximal position of Macaro's (2001) continuum of perspective.There is also a significant difference between the participants' translanguaging attitudes and language positions in relation to their year level.Overall, the results suggest a need for teacher education institutions (TEIs) to explicitly incorporate multilingual practices into their curriculum to increase the acceptance of using translanguaging in multilingual L2 classrooms.

This study examines how Filipino language news interviews in television broadcasting fit into Brown and Levinson's (1987) politeness concepts and Culpeper's (1996) impoliteness theory.It focuses specifically on what (im)politeness strategies are employed within the confines of two key elements in broadcast interviews, namely, turn-taking and question design.Underpinned by (im) politeness theories and with conversational analysis (CA) in media discourse as a method, this qualitative inquiry is an attempt to fill in the gap from a lack of empirical data in CA involving broadcast texts in Southeast Asian and Filipino contexts.Findings show a tendency for broadcast interviewers to use polite markers, honorifics, and pluralized address pronouns as a show of pseudo-politeness and extreme forms of impoliteness in one interview, and a demonstration of deference in another while also maintaining a straightforward and adversarial language.The latter stance demonstrates use of positive politeness and of off-record, negative, and positive impoliteness.Results point to a double padded Filipino politeness and two types of linguistic cushioning to lessen or mitigate the confrontational nature of interviewing, thereby redressing the positive face of the interviewee.Mystifying and intriguing, this multi-layered local brand of politeness in TV news interviews provides new vistas on Asian and Filipino politeness.