Linguistic features of tourism brochures can describe the distinctive ways of expressing persuasiveness in advertising which have a significant impact on teaching English as a foreign or second language. This study determined how linguistic features and functions characterize the advertising stance of the Philippines’ and Thailand’s tourism brochures. It sought to explore the fundamental contributions of linguistic forms and structures in these tourism brochures to facilitate persuasiveness. A collection of tourism brochures were randomly acquired online and coded for qualitative and quantitative analyses. However, only the verbal expressions were analyzed, disregarding other components of the brochures such as semiotics. The results show that the Philippines’ and Thailand’s brochures used rhyme in their lines minimally. Most of their lines were simple narratives and descriptive statements. There were instances of neologism but no anagrammatical structure. Structural parallelism in both brochures is evident. Thailand’s brochures used minor sentences more often than the Philippines’ brochures.  Both showed a degree of informal styles. These informal styles suggested an easy-going social relationship between the audience and the advertisers. Based on the single verbs used, the Philippines’ tourism brochures capitalized on what the senses can experience and the enjoyment and satisfaction derived from such while Thailand’s tourism advertising brochures focused more on movement, both spatial and temporal. In terms of memorability, Thailand’s samples have very limited use of alliteration and metrical rhythm, while the Philippines’ samples were poetic and were fond of using alliteration.

This study aimed to analyze the linguistic effects of peer editing in improving student’s composition.  Specifically, it described the revision priorities, types and extent of revision in peer editing. 50 students from two sections of Teacher Education programs at the College of Education, Central Luzon State University were randomly selected as participants. Descriptive - inferential research method was used. Results show that nouns and verbs were edited the most, and frequent revisions were substitution and deletion, and distribution and addition for first draft and second draft respectively. Data also show the employed functions of revision were grammatical and explicature, and the size of revision was at sentence level. T-test  results show that peer editing was highly significant in over-all quality and in number of words. Because of the freer atmosphere of peer editing, students were not inhibited by the impositions of corrections, hence they developed empowerment and self-efficacy.

Though studies in the Western and Asian settings have already provided ample evidence in the symbolic relationship between teacher cognition and classroom teaching, such relationship has remained unexplored in the Philippine setting. Hence, this study aims to describe the beliefs in the teaching of English grammar of experienced and less experienced Filipino ESL teachers in a senior high school. It also compared their beliefs and actual classroom teaching to establish if there is match between what they think and practice. Reasons for divergence from their beliefs were also explored. Results revealed that teachers’ personal theories become the basis for their personal knowledge, thus have strong influence on their planning, instructional decisions and classroom practices. While both teachers share similarities on their cognition and practice on grammar teaching, minimal differences were documented. Experienced teacher has a greater tendency to translate stated beliefs to actual practice. Contextual factors such as time, curriculum, efforts to improve one’s practice and the learners themselves were the cited reasons for teachers’ divergence.

Language and culture are indispensable elements to the economic growth of the individual and society. They represent an important indicator of the individual’s satisfaction and quality of life. This paper is an attempt to answer Grin and Arcand’s (2013) observation that the part that language might play in economic development has long intrigued scholars from various disciplines, and up to the present decade no clear story has emerged from the investigations published and the empirical evidence remains inconclusive. Thus, in an attempt to come up with empirical evidence to establish the link between language policy and language in education to economic growth, this paper reviews the language policies and medium of instruction (MOI)in six countries, two countries each from each circle in Kachru’s concentric circles of Asian Englishes. Each circle was represented by a country with high and low gross domestic product (GDP) per capita. To determine the effect of language policy and MOI to countries’ GDP per capita, analysis of the similarities on the language policy and MOI of countries with higher GDP and those with lower GDP was done.