Teleseryes have long been a cherished part of Filipino culture, serving as a shared experience for families and loved ones. This study conducts an intersectional analysis of the teleserye "Wildflower," focusing on themes and character portrayals to scrutinize the depiction of modern Filipina archetypes and their impact on Filipino perspectives. Through the lenses of Feminism (Helene Cixous), Deconstructionism (Jacques Derrida), and Semiotics (Ferdinand de Saussure), it examines how the actions of the lead character, intended to subvert patriarchal hegemony, are perceived and evaluated. While feminist analysis reveals women scriptwriters' tendency to emphasize action scenes, deconstructionist insights suggest that attempts at empowerment may inadvertently reinforce existing patriarchal structures. Additionally, semiotic analysis uncovers symbolic elements enriching the narrative. Therefore, the study synthesizes Filipino sensibilities regarding gender, power dynamics, and societal norms, illustrating the transformation of female characters from passive figures to empowered modern Filipinas, reflecting broader shifts in societal attitudes and values. This study proposes conducting a comparative analysis with other teleseryes featuring diverse themes and genres to observe the transformation of women in contemporary society.

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Page No.: 73-89

This study examined the relationship between language attitudes and writing self-efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024–2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students in English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.

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Page No.: 65-72

This study examined the relationship between language attitudes and writing self-efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024–2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students of English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.

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Page No.: 49-64