This study determined the mediating effect of symptoms of anxiety on the relationship between appraisal and teaching competence of teachers in San Isidro North and South Districts. The descriptive-correlational research design was utilized and employed stratified random sampling with 300 teachers as sample. Data collection was made through survey instruments. Data analysis was done through Mean, Pearson-r, Multiple Regression and Medgraph using Sobel z-test. Results revealed that symptoms of anxiety was high while appraisal and teaching competence were very high. A positive correlation between appraisal and teaching competence, appraisal and symptoms of anxiety, and symptoms of anxiety and teaching competence was proven in the study. The findings affirmed that symptoms of anxiety played a partial mediation thus, it cannot fully account on the influence of appraisal towards teaching competence. Moreover, a high level of symptoms of anxiety did not hinder teachers’ capability to be very highly competent in teaching.

The effect of previously processed grammatical structure on its subsequent production is referred to as structural priming to explore syntax representations in bilingual brains. This psycholinguistic inquiry investigated the active-passive alternation syntactic category and whether bilingual representations of the first language (Cebuano) and second language (English) are more integrated considering the L2 proficiency. This study conducted two structural priming experiments on 60 Cebuano-English bilinguals from a randomized population exposed to a prime type with verb type manipulation. Research subjects formed their responses concerning the target response drawings. Responses were classified as active, passive, and other to assess priming effects. Additionally, this study followed the mixed between-and-within-subjects design. Priming effects were established in the two studies using the mixed-effects logistic regression analysis. Cross-linguistic priming was found in Study 1 (English to Cebuano) in both verb types with a p-value of (< .001). However, cross-linguistic priming was not found in Study 2 (Cebuano to English) in both verb types with a p-value of (0.242). Active utterances were profound in both studies rather than passive structures. The L2 proficiency of the research subjects was statistically significant in Study 1 and not significant in Study 2. This further means that second language proficiency affects Cebuano language production more than English. With the greater likelihood of active utterances, research subjects have not integrated the syntax of both languages, mainly attributed to different language experiences, constituent word order, and unbalanced bilingual proficiency capabilities.

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This research aimed to determine the learning behaviors of the children with late language emergence. This study specifically sought to determine the parents’ experience when facilitating their language learning intervention to their children. Thus, it aims to identify the struggles and rewarding instances of the participants as they teach their child to grow with language. The researcher used a qualitative approach to uncover the trends in thoughts and opinions and to dive deeper into the problem. The participants were chosen personally by the researcher and all of them is encountering the same problem being their child is a late talker. The findings of this study showed that the participants observed that their children has a common behavioral patterns and behavioral learnings. This shows that late talkers has the same manner of keeping up with the pace and has and identical way of learning when it comes to language acquisition. This paper evaluated the struggles, experiences, and rewarding instances of parents when facilitating the learning of their late talker children.

This study determined the mediating effect of symptoms of anxiety on the relationship between appraisal and teaching competence of teachers in elementary and secondary schools of San Isidro North and South Districts. The descriptive-correlational research design was utilized in this study employing stratified random sampling with 300 sampled teachers. Data collection was made through administration of survey questionnaires. Three sets of adapted survey questionnaires were used and were subjected for content validity and reliability test. The analysis of data was done using the Mean, Pearson-r, Multiple Regression Analysis and Medgraph using Sobel z-test. The results revealed that the level of appraisal and teaching competence of teachers were very high and the level of symptoms of anxiety was high. A positive significant relationship between appraisal and teaching competence, appraisal and symptoms of anxiety, and symptoms of anxiety and teaching competence was proven in the study. Further, the findings showed that symptoms of anxiety played a partial mediation, thus, it cannot fully account on the influence of appraisal towards teaching competence. Although teachers manifested a high level of symptoms of anxiety, still, they showed a very high level of appraisal and a very high level of teaching competence. Moreover, a high level of symptoms of anxiety did not hinder teachers capability to be very highly competent in teaching.