Research Article
“You Look Amazingly Fabulous”: Sociolinguistic Perspectives from Medical and Non-Medical University Students
Rodrigo Concepcion Morales
,
Mark Ivan Mallare Gomez*
Issue:
Volume 13, Issue 3, September 2025
Pages:
63-72
Received:
30 May 2025
Accepted:
19 June 2025
Published:
4 August 2025
Abstract: The study investigates the employment of compliment strategies of medical and non-medical university students using the linguistic frameworks of Holmes and Yu. Three hundred fifty respondents took part in the study. These students-respondents came from four medical colleges/schools and three non-medical colleges/schools in a university located in Manila. They were asked to complete the Discourse Completion Test (DCT). DCT was developed and modified by the researchers. The said DCT was distributed via google sheet thru Facebook messenger. From the data collected, results revealed that both medical and nonmedical students opted to follow the Accept, Combination, Reject, and Evade pattern. Both groups preferred Accept the most and Evade the least. Appreciation Token and Combination were preponderantly exhibited by both groups in their CRs. There is no significant difference realized between and among the students- respondents regarding the use of CRs by medical and nonmedical. Implications of the study were offered and research directions were provided.
Abstract: The study investigates the employment of compliment strategies of medical and non-medical university students using the linguistic frameworks of Holmes and Yu. Three hundred fifty respondents took part in the study. These students-respondents came from four medical colleges/schools and three non-medical colleges/schools in a university located in M...
Show More
Research Article
Theoretical Background of the Concept "Lifelong Learning Tendency of Prospective Teachers"
Sumanya Debbarma,
Priyank Kumar Shivam*
Issue:
Volume 13, Issue 3, September 2025
Pages:
73-80
Received:
19 August 2025
Accepted:
2 September 2025
Published:
25 September 2025
Abstract: This paper presents a comprehensive theoretical framework for understanding lifelong learning tendency amongst prospective teachers, a critical area of educational research reflecting the growing recognition that effective teaching requires continuous professional development. Drawing upon multiple learning theories including constructivism, transformational learning, self-directed learning, and social cognitive theory, this review synthesises contemporary research demonstrating how prospective teachers' dispositions towards lifelong learning significantly influence their professional development and teaching effectiveness. The paper examines four core components of lifelong learning tendency: motivation and self-determination, persistence and resilience, curiosity and openness to experience, and learning regulation and self-management. Environmental and contextual factors, including social-cultural contexts and institutional support, are analysed alongside professional identity development processes. Recent international investigations employing the Lifelong Learning Tendency Scale document moderate to elevated continuities of lifelong learning orientation among pre-service teachers, tempered by salient demographic and programme-specific differentiations. The synthesis of these findings underscores the imperative for teacher education curricula to consciously foreground the nurturing of lifelong learning dispositions, integrating directed interventions, complementary learning ecologies, and co-ordinated strategies that entwine the development of professional identity with the enhancement of Self Efficacy beliefs.
Abstract: This paper presents a comprehensive theoretical framework for understanding lifelong learning tendency amongst prospective teachers, a critical area of educational research reflecting the growing recognition that effective teaching requires continuous professional development. Drawing upon multiple learning theories including constructivism, transf...
Show More
