This study explored the socio-pragmatic features evident in event-hosting discourse and examined how event hosts use language to manage interaction and achieve communication goals. Specifically, the research analyzed speech acts, politeness strategies, discourse markers, audience engagement, turn-taking, and role performance employed by professional and semi-professional event hosts in Camarines Sur, Philippines. The study utilized a qualitative research design through socio-pragmatic and conversational analysis. Data were collected through direct observation, audio-video recordings, semi-structured interviews, and collection of authentic hosting scripts and program flow materials. The findings show that hosts use Directive, Expressive, Assertive, Commissive and Declarative Speech Acts during the event to manage interaction effectively. Positive and negative politeness strategies were also consistently observed to maintain social harmony and professionalism during events. Common discourse markers such “and,” “so,” “lets,” “thank you,” “please,” “okay,”of course,” “now,” “ladies” and gentlemen,” and “alright” helped organize discourse and sustain audience attention. study further found that hosts used various interactional strategies such as code - switching, acknowledgement and recognition, directive - based audience engagement, energy checks, narrative transition, interactive questioning, humor, and game facilitation to sustain audience participation and interest. Turn-taking was observed through speaker selection, initiating participation, transition cues, feedback/closure, and collective turn - taking. In terms of role performance, hosts simultaneously functioned as facilitators, audience engagers, information givers, and entertainers to maintain both order and rapport through the event.Based on the findings, supplementary instructional materials were proposed to enhance learners’ socio-pragmatic awareness and public speaking skills.

This study attempted to identify the challenges and opportunities of the Grade 9 students of Dautil Watkins National high School in English language learning. Specifically, the researcher sought to answer the following questions: (1) What are the challenges encountered by the students in English language learning? (2) What are learning opportunities faced by the students in English language learning? (3) What intervention may be proposed based on the findings of the study?. The study was premised on the following assumptions: (1)The Grade 9 students of Dautil Watkins National High School encounter identifiable linguistic, emotional, or environmental challenges that significantly affect their proficiency and progress in English language learning. (2) Despite any existing difficulties or the newly founded state of the institution, there are available learning opportunities, instructional strategies, or community supports within the school environment that can be leveraged to enhance language acquisition. (3) Gathered experiences and feedback from the participants will provide a reliable, valid, and practical basis for designing a localized intervention program capable of addressing reading and communication gaps. This study utilizes a qualitative research approach, specifically employing a case study design, to investigate the intersection of language learning challenges and opportunities among the Grade 9 Junior High School students of Dautil Watkins National High School. By adopting a case study framework, the research moves beyond simple grammatical analysis to examine language struggles as meaningful, bounded social events deeply rooted in the participants' specific cultural and linguistic reality. The study involves five key participants who are directly immersed in the school’s linguistic phenomenon. The participants were selected through criterion purposive sampling, which specifically targets individuals who meet a predetermined standard of experience namely, Grade 9 secondary learners currently experiencing documented "comprehension breakdowns" and reading literacy challenges. Data were gathered through a semi-structured interview tool, utilizing culturally sensitive, open-ended questions designed to uncover rich, descriptive narratives. This systematic procedure involved securing formal institutional approval and implementing a dual-method recording process of audio-taping and note-taking to accurately identify recurring patterns of communicative resilience and student coping mechanisms. After analyzing the data gathered, the study yielded the following findings: (1) The Grade 9 students encounter profound dual-natured learning difficulties consisting of physical/cognitive and emotional barriers. Structurally, learners face severe lack of vocabulary and syntactic confusion, struggling with sentence construction and word placement (e.g., placing determiners and prepositions like “the," "of," and "with"). Emotionally, these linguistic deficits trigger high performance anxiety, nervousness, and fear of peer ridicule during public classroom activities such as essay writing, oral reporting, and speaking in front of the class. Furthermore, these challenges are compounded outside the school environment by digital distractions such as excessive mobile screen time spent on TikTok and YouTube videos and a state of institutional containment where the native mother tongue (Buhinon) is exclusively spoken and English reading materials are absent at home. (2) Despite severe resource limitations in a developing school environment, the students encounter highly effective learning opportunities through collaborative scaffolding and self-regulated learning tools. Inside the classroom, interactive strategies such as group work, educational games, and peer interaction provide a safe, non-threatening space that lowers anxiety and allows students to negotiate meaning together. Oral reporting compels intensive vocabulary preparation, while direct, positive corrections from teachers optimize language retention. Outside the classroom, the school's provision of targeted reading programs and textbooks serves as a vital foundation. Additionally, students demonstrate deep academic resilience and intrinsic linguistic curiosity, proactively utilizing self-regulated strategies like dictionary searches on the internet, context clue repetition, and media-driven exposure (e.g., songs, television, and subtitles) to cope with text breakdowns (3) The participants explicitly request a balanced intervention model that targets vocabulary simplification, instructional modifications, pedagogical encouragement, and interactive remedial activities. Students express a strong desire for teachers to intentionally simplify advanced or “deep" vocabulary by anchoring lessons in relatable, everyday school contexts rather than abstract concepts. Affectively, learners articulate a critical need for emotional reassurance and positive reinforcement, requesting that teachers do not react with immediate anger when mistakes are made. To build confidence and oral fluency while avoiding performance boredom, students recommend that the school implement structured, non-intimidating interactive programs, specifically prioritizing active educational games, role-playing, small-group discussions, and remedial reading assistance. In the light of the foregoing findings, the following conclusions were drawn: (1) It is concluded that the English language learning challenges of the Grade 9 students are deeply tied to a lack of meaningful, structured language exposure outside of school hours, which triggers a high affective filter. Because the domestic setting is structurally contained by the native Buhinon tongue and digital spaces favor passive entertainment over text literacy, students lack the established cognitive schemas or baseline vocabulary blocks required to smoothly assimilate advanced high school instructions. When forced to produce language publicly without these tools, their emotional filters rise, resulting in performance anxiety, silent retreat, and defensive code-switching to manage psychological stress. (2) It is concluded that while isolated individual tasks induce high anxiety, socially mediated scaffolding and environmental interaction serve as powerful buffers that empower students to actively construct linguistic meaning. The students’ strong foundation of intrinsic motivation and grow-mindset resilience indicates that they do not reject English acquisition; rather, they rely on collaborative networks to achieve what they cannot do alone. True language opportunities thrive when the school’s community-driven ecosystem provides physical books and targeted reading frameworks, which seamlessly convert passive media habits into active self-regulated learning tools. (3) It is concluded that an effective, sustainable intervention program for a newly founded institution like Dautil Watkins National High School must balance structural language training with emotional optimization. Pedagogical practices cannot rely on rapid instruction or rigid penalties for errors. Instead, to transform documented challenges into real opportunities, any strategic framework must systematically dismantle learning anxiety by fostering an empathetic classroom climate while providing contextualized, clear reading inputs that match the actual developmental readiness of the secondary learners. Based on the above conclusions, the following recommendations were drawn: (1) English teachers should slow down the pace of their teaching and start each lesson with a quick vocabulary review. They should also provide simple sentence guides to help students practice word order before they write or speak. Schools and parents should work together to set up a daily reading routine at home to replace screen time with simple books or learning apps. (2) Schools should utilize more group work. Teachers should mix group tasks, peer tutoring, and educational games into daily lessons to reduce student anxiety. They should also enhance current reading programs and textbooks by adding videos and visual worksheets that match students’ learning preferences. (3) The school administration should implement "The Eco-Linguistic Scaffolding Program," a three-part school-wide intervention to boost student confidence and literacy. First, it features a reading and speaking clinic focused on step-by-step letter blending and school-based vocabulary. Second, it replaces traditional instruction with interactive methods like role-plays and language games. Finally, it mandates faculty workshops on positive reinforcement and supportive correction to reduce student anxiety and build oral confidence.

Purposive Communication plays a significant role in criminology education by equipping students with the skills needed for effective communication in both academic settings and professional law enforcement contexts. This study explored the course’s content focus, teaching strategies, and alignment with professional demands, particularly in relation to communication requirements in law enforcement practice. Using a qualitative descriptive design, the research employed document analysis and thematic synthesis of related literature, organized into three key areas: curriculum relevance, instructional approaches, and professional alignment. The findings indicate that Purposive Communication is firmly grounded in curriculum standards and aims to develop core competencies such as report writing, investigative communication, interviewing, and professional interaction. Teaching strategies including contextualized instruction, experiential learning, and the use of multimedia were found to enhance student engagement and skill acquisition, though their effectiveness relies heavily on consistent application and instructor readiness. Furthermore, the results demonstrate a strong alignment between course outcomes and the communication demands of law enforcement, particularly in areas such as documentation, field communication, teamwork, and scenario- based training. The study concludes that Purposive Communication plays a significant role in preparing criminology students for the communication challenges of the criminal justice field. It recommends further strengthening curriculum integration, enhancing experiential and applied learning methods, and improving instructional consistency to better develop students’ communication competence and professional preparedness.

Some scholars distinguish language teaching/learning from linguistics in the sense that language teaching/learning is concerned with education whereas linguistics is concerned with the study of language. At the first glance, this seems to be true. But if one wants to look at applied linguistics deeply, he/she realizes that language teaching/learning is an area of linguistics especially applied linguistics. This article aims at demonstrating that language teaching/learning is not only the concern of education; it is also the concern of applied linguistics. Therefore, this article attempts to answer the question “is it true that language teaching/learning is only the concern of education?”. To answer this question, the areas of applied linguistics are looked over so as to demonstrate how language teaching/learning is also the concern of applied linguistics. In this perspective, the data are collected from the areas of applied linguistics and analyzed via the content analysis method. The results confirm that language teaching/learning is also the concern of applied linguistics.