ABSTRACT 

Technological advancement makes translation convenient due to the emergence of various translation tools. This Explanatory-Sequential study aims to determine the preference and the factors affecting the preference of Filipino and Foreign college students toward the Online Translation Tool. Likewise, it also aimed to identify if there is a significant difference between the respondents' choices. To acquire the data, the researchers used a survey conducted on 15 Filipino and foreign collegiate students enrolled in universities in Manila and a focus group discussion among 3 Filipino students. The transcribed data were analyzed using Thematic Analysis. Moreover, the results of the quantitative data revealed that Google Translate was the preferred Online Translation Tool of Filipino and Foreign students for the reason of accessibility, user-friendliness, and the tendency of users to brand bias. The reasons presented in quantitative data are strengthened by the themes identified in the qualitative data. The three prevailing themes of Brand Bias, Accessibility, and Accuracy constituted the central theme of User Friendliness. It was identified through the Chi-Square Test that there is no significant difference among respondents' preferences (0.345 P-Value) toward online Translation software. 

ABSTRACT 

This study explores the use of cohesive devices in lesson plans (LPs) prepared by pre-service teachers across various subjects, specifically focusing on English, Math, and Biology majorships in a state university in the Philippines. The research highlights the prevalent use of personal references among English pre service teachers, who favor the word "you" for its role in maintaining a second- and third-person perspective. In contrast, Math and Biology pre-service teachers predominantly employ nominal substitutions and conjunctions to enhance coherence in their LPs. The study also notes the absence of ellipsis in the analyzed LPs and identifies the predominant use of nominal substitution and extension conjunctions across subjects. By comparing the frequency and types of cohesive devices used, the research underscores the variations in linguistic strategies employed by pre-service teachers of different disciplines. The findings suggest a need for greater awareness and training on the effective use of cohesive devices to improve lesson planning and instructional clarity. 

ABSTRACT 

Considering that gender bias and stereotypes are not only reflected in the behaviors and expectations of parents, teachers, and peers in society, but are also accentuated in language, literature, and fiction, this paper examines the long-standing problem of sexism in English language textbooks used in all educational levels at Cavite State University. The following categories of sexism were examined in this study using the content analysis technique: gender visibility, firstness, occupational-role representations, activities, and character traits. The findings revealed different gendered word counts, with males having a higher quantity. The findings also showed that every frequent category of sexism examined in every textbook is classified as sexist. All categories are dominated by males. Additionally, it was discovered that every textbook that was studied is sexist. The unawareness of writers about sexism and the statistics (such as population, education, employment, and economic relations) of men and women in the Philippines may be the causes of the aforementioned findings.