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The need for proficiency in academic writing has never been more important due to its significance for academic success and professional growth. The skills required in academic writing range from research to critical thinking and communication skills. It develops holistic intellectual development and will help one run a successful professional life, more so in highly researchoriented areas where publications become highly valued. This paper has attempted to fill up the research gaps created by the lack of research into corpus linguistic and corpus-based studies in general within the parameters of Philippine academic writing, with its insufficiency of known studies on metadiscourse markers in particular. This paper examined the use of metadiscourse markers in a researcher-constructed 120,000-word corpus of academic papers written by Grade 11 Senior High School students, namely, concept papers, position papers, reaction papers, and scientific reports. Specifically, the research determined the metadiscourse markers used by students and their frequency across text types, as well as qualitative analysis of their contextual usage. In the current study, it is revealed that students utilize a wide array of interactive and interactional markers, drawing on Hyland's taxonomy of metadiscourse markers (2005) and AntConc V. 3.5.8, a corpus analysis software. The study revealed a predominant use of interactive over interactional metadiscourse markers, with a notable emphasis on transitions within the interactive category. Qualitative analysis also showed that transitions and engagement markers serve various functions, such as clarifying relationships within the text, structuring arguments, and providing additional information for better understanding. Interactional resources were also employed to convey the writer's stance, engage the reader, and present a balanced view by acknowledging different perspectives. Hence, the findings highlighted that text type, rhetorical purpose, and the use of metadiscourse markers interact closely in shaping how the writer communicates and accomplishes their purpose effectively. Future research should address writing ability and experience as factors influencing the choice of metadiscourse markers and examine their variation of use across academic and nonacademic settings. [ABSTRACT FROM AUTHOR]

Public speaking anxiety is a typical problem for language learners, particularly those pursuing academic careers in their second language. This study generally aimed to determine the public speaking classroom anxiety and oral language performance of language learners. The descriptive-correlational method was used in the study. The study was comprised of 58 students who were selected through purposive sampling. Based on the results gathered by the researcher, it was found that the students generally experienced a moderate level of public speaking classroom anxiety. Physiological factors such as pounding hearts and trembling during speaking tasks were prevalent, which is attributed to a lack of preparation. Furthermore, low levels of selfconfidence and the pressure of being on the spot were some of the indicators of public speaking classroom anxiety. Meanwhile, in the speaking activity done by the respondents, they achieved a "satisfactory" rating in their oral language performance, indicating that the respondents were able to deliver an excellent attention-grabber and provide a solid introduction to the topic. However, there was a lack of clarity in the main points due to the minimal evidence that backs up the assertions made by the respondents. Furthermore, it was revealed that public classroom speaking anxiety and oral language performance had a significant relationship. It indicated that as public speaking anxiety increases, the oral language decreases. The indicators of this assumption can be drawn from factors such as panic when speaking without preparation, nervousness, fear of being laughed at, anxiety when asked to speak, discomfort in using expressive body language, and anxiety despite preparation. It is recommended that diverse speaking activities such as would you rather, think pa think-pair-share, and roleplays, which can be considered low-pressure activities, be integrated into class to develop confidence and gradually increase the difficulty through the incorporation of activities such as impromptu speaking, talk shows, and conversational dialogues to help students hone their communication skills by speaking spontaneously. [ABSTRACT FROM AUTHOR]

Fluency is one of the most essential micro skills in reading. Reading combines comprehension, accuracy, and speed. This offers a chance to broaden one's skill set and gain competence in the demanding world, especially considering the range of employment accessible in the country that mostly requires reading comprehension. The purpose of this study was to assess the learners' reading fluency in terms of comprehension and speed as well as any differences in reading fluency between the preand post-implementation periods of reading remediation and intervention. All junior high school students enrolled for the 2023-2024 academic year make up the target group for this study. The Philippine Informal Reading Inventory (Phil-IRI), an evaluation tool with features like comprehension score, speed reading rate, and leveled passages, was used by the researcher. The study's findings showed that students' reading comprehension was rated as frustrating, and their reading speed level fell into this category. As a result, learners' reading fluency was primarily evaluated in terms of irritation. Pre-test results showed a mean rating of 2.86, while post-test results showed a mean of 2.98 with a p-value of 0.00, indicating a higher level of reading fluency than before the reading project was implemented. Since reading programs were implemented in schools, students have made some progress and shown promising results. However, it is advised that educational institutions think about reexamining the implemented programs to improve the alarming status of the learners in terms of their reading skills. [ABSTRACT FROM AUTHOR]