The tradition of reflective teaching has been around for thirty-four years since Schӧn (1983) first proposed the notion of reflective practice. Many studies heavily rely on written genres in the investigation of teachers' reflective practices. Thematic categories were threshed out through content and descriptive analyses. However, these themes were not culled from the clauses of mental processes employed by the teachers to express their inner world of experiences. This exploratory study proposed the transitivity model in Systemic Functional Linguistics (SFL) to generate the mental processes from reflection papers. Initial papers with 17,937 word tokens were produced by 28 teachers of English enrolled in a writing course. All processes were generated by UAM Corpus Tool. The themes generated from the Phenomena felt, thought of, sensed, desired, and perceived by the Senser were culled using content analysis. Results show that teachers are still boxed within the default material and relational processes. Results demonstrate that they employed higher mental types of sensing such as cognitive and desiderative. Based on the Phenomena, the top themes include: (1) commendations for the course professor, (2) writing process, its challenges, nature, and concepts, and (3) actual classroom experiences, learnings, and the subject. Although the results corroborate with the themes identified in previous studies, these present themes may be treated as valid and more realistic views and dimensions of reflective practices. This exploratory study suggests that the Phenomenon in the mental processes may be an ideal situs of looking into teachers' human internal affairs as reflective practitioners.

Amid the little treatment of grammar, heavily literature-based in the 2010 Secondary Curriculum in the Philippines, this mixed-mode research aimed to investigate the relationship between the students' actual nature and extent of metalinguistic knowledge (MK) and their perception on the merits of metalanguage in grammar teaching and learning. One hundred forty-eight (n=148) freshmen college students from five different academic programs in a university in Manila took the metalanguage and perception tests. Using the SPSS, Pearson-moment correlation and ANOVA were utilized to see the relationships under study. An interview was also conducted to triangulate their responses. Results show that the actual students' MK was considered low with significant difference; thus, an academic program is a factor in metalinguistic knowledge. As regards the relationship, no significant relationship between the actual MK and perception on MK exists as a whole, hence a very weak positive correlation. However, the positive perception on metalanguage may be used by the policy makers to revisit the treatment of grammar in the existing English curriculum.

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Discussions on active and passive use are rich in literature. However, there is a remarkable dearth of studies showing students' actual voice preferences after all concepts of the voice have been introduced. This study aims at ascertaining Filipino university students' actual preference of voice in invitation letters written in 2012, 2014, and 2015. It also looks at the tense-aspect combinations and the semantics achieved in the two voice categories. Three groups taking technical writing course from three universities in Manila produced 135 letters. Letters were run using AntConc and UAM Corpus tools. Results confirm the dominance of active voice, with passive almost nil in the corpus. The preference is found to be statistically significant. The dominance of active voice may suggest that foregrounding the doers is important. Moreover, there is no significant difference between the long and agentless passive. Although the results came from the parochial Philippine context, implications respecting students' preference of voices may be universal. Limitations and trajectories are offered accordingly.