A plethora of research on academic discourse analysis has supplied empirical findings that readers' impression of texts can be managed through the utilization of metadiscoursal resources linked to the social intentions and practices of academic communities. However, the writers’ efforts in meeting the readers’ expectations through metadiscourse in the specific rhetorical moves of abstracts across disciplines have not been much researched. The study examines the rhetorical moves of research article abstracts (RAAs) and the distribution of metadiscourse markers (MDMs) across the identified moves using a corpus of 300 abstracts in four disciplines. The analysis shows that product, purpose, and method moves were given more prominence by most of the writers across disciplines. Transition markers were the most utilized interactive markers, while hedges and engagement markers were the most prominently used interactional markers. This study provides implications for research article abstract writers to manage readers' impression of texts and comply with the expectations of the discourse community in their respective fields.

The implementation of the K12 system in the Philippines has created a major shift in the Philippine educational system. The present study aimed to determine the level of learner‟s language competency on the five macro skills (i.e., Reading, Listening, Writing, Viewing, and Speaking) which will serve as a baseline data in the creation of a language module. Anchoring on both Target Situation Analysis (TSA) and Present Situation Analysis (PSA), the study was conducted among 65 grade 10 students and 3 language teachers using three research instruments including teachers‟ and students‟ questionnaires, interview, and document analysis. Triangulation was conducted to validate the results obtained from the three instruments. Based on the results of the triangulation approach, findings revealed that among the macro skills assessed in the study, three of these skills namely reading, speaking, and writing were noted to be the least mastered by the learners; thus, these skills should be given much attention in the language instruction. Implications of the present study include the necessity of providing more authentic and meaningful exercises aligned to those skills in order to address their identified difficulties.