Background: Despite global interest in the interface of Algorithmically-driven writing tools (ADWTs) and academic integrity, empirical data considering educators' perspectives on the challenges, benefits, and policies of ADWTs use remain scarce.Aim: This study responds to calls for empirical investigation concerning the affordances and encumbrances of ADWTs, and their implications for academic integrity.Methods: Using a cross-sectional survey research design, we recruited through snowball sampling 100 graduate students and faculty members representing ten disciplines. Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs.Results: The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs' impact on academic integrity, creativity, and more (output quality).Conclusion: AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. However, AI in education, particularly ADWTs, demands critical awareness of ethical protocols and entails collaboration and empowerment of all stakeholders by introducing innovations that showcase human intelligence over AI or partnership with AI.

Explaining L2 Writing Performance through a Chain of Predictors: A SEM Approach

Philippine English (PhE) is a dynamic variety of the English language influenced by local languages and cultures. Despite its widespread use, PhE acceptability studies have often focused on Metro Manila, neglecting regional variations. This study aims to explore the acceptability of PhE expressions or Filipinisms across different regions and communication domains among younger Filipinos, addressing the gap in regional representation in previous research. We gathered data employing the Philippine English Acceptability Questionnaire (PEAQ) involving 160 undergraduate students from Luzon, Visayas, Mindanao, and the National Capital Region. The questionnaire included 100 items from various etymological origins and asked respondents to rate their acceptability across formal and informal, written and spoken domains. Our findings indicate a high overall acceptability of PhE expressions across all regions, with the National Capital Region showing slightly lower acceptance rates. Certain expressions were preferred in specific domains, such as legal terms in formal contexts and everyday terms in informal settings. The study confirms the strong acceptance of PhE expressions among younger Filipinos, suggesting a move towards endonormative stabilization of PhE, challenging previous findings of limited acceptance and highlighting the influence of digital media on language use. In addition, our findings have implications for language planning and policy reforms, suggesting that PhE local expressions can be more prominently included in academic and professional settings. Despite limitations in sampling and geographic representation, this study significantly contributes to the understanding of PhE’s evolving status in the linguistic landscape of the Philippines.

Public apologies are so prevalent in our social lives that they have become a subject of scholarly investigation all over the globe. The present study, which involves coding, frequency counting, and qualitative analysis, examines the strategic aspects of 16 public apologies issued to Filipino apologizees. The results of our analysis indicate that apologizers often choose varied knowledge types and draw upon presuppositions to strategically omit details that can negatively influence their credibility and the reception of their apology. More specifically, apologizers use the audience’s presuppositions to avoid presenting common knowledge of the offense that may incriminate them further; they also omit the mention of future action that may hold them more accountable for their transgressions. Our present analysis bolsters the view that although the sincerity of public apologies cannot be exactly measured, they are still performed as part of image repair and management of interpersonal relationships.

Despite the growing acceptance of the varieties of English, standard language ideology continues to cause some to be valorized and denigrated. This paper examines the attitudes of Filipino-Americans within an inner-circle English variety zone towards Philippine English (PhE), focusing on its status, development, lexicon, intelligibility, and acceptability. The study surveyed 113 Filipino-American speakers of American English (AmE) who were familiar with Philippine culture and PhE. Studies show that some first-language English speakers exhibit negative attitudes towards new English varieties. Contrary to this trend, our findings reveal positive attitudes among AmE speakers towards PhE. However, although it is commonly understood, these positive attitudes do not guarantee the full acceptability of PhE. Notably, there is a growing trend towards the acceptability of PhE neologisms, especially in formal and scientific contexts, indicating a shift in previous perceptions. Additionally, the findings of the study highlight that word-formation processes significantly influence the acceptability of new terms across different speech domains, a novel finding that merits further investigation. Acceptability plays a vital role in the dissemination of local expressions and in shaping the status of a language variety. This research may contribute to understanding the evolving dynamics of the acceptability of PhE and its status in local and international contexts. The positive attitudes towards PhE among American English speakers indicate a shift in perceptions. Language teaching can build on this trend by fostering an environment where students are encouraged to appreciate and respect different English varieties. This can be achieved through exposure to diverse linguistic inputs and discussions on language attitudes.