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A Periphrastic Glance at Pre-Service and Basic Education ESL Teachers'

Attitude toward PhilE and AmE

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DOI: 10.30564/fls.v6i3.6563

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 Forum for Linguistic Studies | Volume 06 | Issue 03 | September 2024

Forum for Linguistic Studies

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ARTICLE

A Periphrastic Glance at Pre-Service and Basic Education ESL

Teachers’ Attitude toward PhilE and AmE
Nimfa G. Dimaculangan1*, Michelle B. Sarmiento2, Ma. Cezanne D. Dimaculangan3
1
College of Teacher Education, Laguna State Polytechnic University, Santa Cruz Campus, 4009, Philippines
2
College of Teacher Education, Laguna State Polytechnic University, San Pablo City Campus, 4000, Philippines
3
College of Arts and Sciences, Laguna State Polytechnic University, Santa Cruz Campus, 4009, Philippines

ABSTRACT
Studies on attitudes toward Philippine English and American English have been done; however, the attitudes
were examined through direct methods like interviews, survey questionnaires, and acceptability tests for the new
vocabularies. The present study employs indirect means, such as the Matched-Guised Technique (MGT), to determine
the attitude of pre-service and high school ESL teachers toward spoken PhilE and AmE. It utilizes well acknowledged
views on attitude in determining the subjects’ attitudes toward the speakers. Analysis shows that the judges have
positive attitudes toward the PhilE and AmE. The findings differ from the results of previous studies that utilized
direct methods of determining attitudes, which revealed the subjects’ ambivalent attitude towards PhilE because of
their preference for AmE. The paper recommends more seminars on World Englishes (WE) and PhilE in areas where
English speakers are not yet open to such language phenomena. It supports earlier scholars’ recommendations of
inclusion or integration of WE and PhilE in ESL and EFL classrooms and promotion of the Englishes spoken across
the globe with respect.
Keywords: World Englishes; Philippine English; Language attitudes; Matched-guise technique; English language
education

*CORRESPONDING AUTHOR:
Nimfa G. Dimaculangan, College of Teacher Education, Laguna State Polytechnic University, Santa Cruz Campus, 4009, Philippines; Email:
nimfadimaculangan@lspu.edu.ph
ARTICLE INFO
Received: 9 May 2024 | Revised: 23 May 2024 | Accepted: 31 May 2024 | Published Online: 25 June 2024
DOI: https://doi.org/10.30564/fls.v6i3.6563
CITATION
Dimaculangan, N.G., Sarmiento, M.B., Dimaculangan M.C.D., 2024. A Periphrastic Glance at Pre-Service and Basic Education ESL Teachers’
Attitude toward PhilE and AmE. Forum for Linguistic Studies. 6(3): 74–88. DOI: https://doi.org/10.30564/fls.v6i3.6563
COPYRIGHT
Copyright © 2024 by the author(s). Published by Bilingual Publishing Group. This is an open access article under the Creative Commons Attribu-
tion (CC BY) License (https://creativecommons.org/licenses/by/4.0/).

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 Forum for Linguistic Studies | Volume 06 | Issue 03 | September 2024

1. Introduction and its community of speakers; and it has rich literature

and scholarship (e.g., Bernardo and Madrunio, 2015;
The speakers of the English language worldwide Dita and de Leon, 2017; Salazar, 2017).
have produced hybridized legitimate varieties PhilE/PhE/PE/Pinoylish has its phonology,
called New Englishes (Nordquist, 2023), Global lexicon, and grammar, showing endonormative
Englishes (Galloway and Rose, 2015), or World features that distinguish it from AmE (e.g.,
Englishes (Kachru, 2005). Various models explain Borlongan, 2009). It still competes with AmE;
the sociolinguistic phenomena of World Englishes studies show that teachers and students of English
(WEs); nonetheless, Kachru’s (1992; 2005) (e.g., Gustilo, 2002; Hernandez, 2020b; Martin,
framework of Englishes based on their history and 2010) manifest their preference for AmE to PhilE
functions seems to be the most acknowledged. His although they practically speak PhilE. Indeed, the
concentric circles of WEs come: 1) the first or the growth and death of PhilE side by side with AmE
Inner Circle, where English emanated and spread can be determined by the speakers’ language attitude,
globally and where it is the principal function of primarily the teachers and students of the language.
education and communication; 2) the second or If the speakers speak it in all formal and informal
Outer Circle, where varieties of English birthed domains of work, it lives and grows naturally, but if
due to the colonization of UK and USA, and where they stigmatize it, it may die a natural death despite
English is used in education, communication, and rich literature.
other official purposes; and 3) the third circle or A significant number of studies on PhilE
the Expanding Circle, where English is used as a phonology, lexicon, and grammar and a few
foreign language in education and international attitudinal studies that reveal dissimilar results
communication. have been done since the late 60s; however, a
American English (AmE), an L1 English variety, cornucopia of research that measures the Filipinos’
among other mother Englishes, is in the Inner Circle of attitude toward spoken PhilE and AmE, and those
this Kachruvian paradigm whose speakers prescribe the that used the MGT have been recorded. Thus, this
norms, whereas Philippine English (PhilE) with other study on Pre-service and Basic Education ESL
ESL countries is situated within the Outer Circle, within teachers’ attitudes toward the varieties spoken in
which the speakers do not simply receive the norms the Philippines was conducted to contribute to
but modify them resulting in an indigenized variety the studies exploring attitudes toward these two
(Kachru, 1985; 1992). PhilE has been hybridized (e.g., Englishes that utilize the Matched-Guised Technique
Bautista, 2008; Bolton and Butler, 2009; Gonzales, (MGT) in determining attitudes toward the speakers.
2004; Tayao, 2004); thus, it is a distinct variety. It
birthed and bloomed along with the educational
1.1 Revisiting language attitude
development under American colonialism from 1898 to
1941. Consequently, Bolton and Bautista (2009) state Psychologists and linguists have various definitions
that the language has dramatically influenced the lives of attitude and language attitude. Bagozzi,
of Filipinos. 1994a;1994b in Jain (2014) posit that attitude is a
PhilE has been infused into the Filipinos’ daily superordinate term for feelings, preferences, beliefs,
communication and has become one of the Philippine expectations, judgments, appraisals, values, opinions,
official languages of government, law, and education. and related concepts. However, Perloff (2017, p.
Among Butler’s (1999) five determinants of a 87) claims that attitude is not a pure behavior but a
variety of English, PhilE appears to have met the first learned evaluation of a person, place, or issue that
four requirements, i.e., it has a standard pattern of influences thought and action. Further, Albarracin
pronunciation, particular expressions that express the and Shavitt (2018) elucidate that attitude has a
key features of the PhilE ecology; a history of PhilE subject matter, which can be an object, a person,

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or an abstract idea. They note that attitudes toward language users have a positive attitude toward a
people are studied in terms of interpersonal liking, language, they use it in all aspects of life. Speakers
self-esteem, and values. with a positive language attitude readily learn that
The present paper deals with attitudes toward language and proudly use it in all domains of work;
liking or disliking English speakers. Three among on the other hand, speakers with negative language
the qualifications of language attitude are Perloff’s attitudes distance themselves from that language and
(2017), Dragojevic’s (2016), and Dragojevic, speak what they believe is more prestigious.
Fasoli, Cramer, and Rakić (2021), which underpin Dragojevic, Fasoli, Cramer, and Rakić (2021)
the present study. Dragojevic (2016, as cited in Li convey that the attitudes toward languages and
and Wei, 2022) defines language attitude as beliefs, their varieties are tied to attitudes toward groups of
feelings, and behavioral intentions towards different people. Relatively, the speakers’ choice of language
language varieties. Eventually, Dragojevic (2017) is closely related to how they perceive and feel about
and Dragojevic, Fasoli, Cramer, and Rakić (2021) the language Ervin and Trip (1964, cited in Nur
state that language attitudes are evaluative reactions et al., 2021). Hence, in this study, the subjects’
to a language or its varieties. They all agree that attitudes toward the PhilE and PhE speakers are
language attitudes can be categorized into two equated to their attitudes toward the two Englishes
evaluative dimensions: status and solidarity. they utilize in various domains, more often in the
Reflecting on minor language attitude categorization classrooms.
changes, Dragojevic, Fasoli, Cramer, and Rakić McKenzie (2010) states that research on attitude
(2021) hold that attitudes are salient beliefs about an has been conducted according to two psychological
object and evaluations of those beliefs. They claim approaches: the behaviorist and the mentalist views,
that language attitude studies have been mainly both of which consider that attitudes are learned. He
focused on evaluative beliefs, which are divided discusses the mentalist tripartite concept of attitude
into beliefs about language varieties and speakers in terms of its cognitive, affective, and conative
of the language varieties. They propose the close components. The cognitive component refers to the
relationship between people’s beliefs about language speakers’ belief toward a language; the affective
and its speakers, explaining that beliefs about component accounts for the favorable or unfavorable
language structure correlate with speakers’ status, emotional response toward the language; and the
whereas beliefs about language sound correlate with conative component relates to the behavior of a
speakers’ solidarity. language speaker in a particular way.
Baker (1992) outlines the major areas in exploring Language attitude has been assessed using various
language attitudes. It encompasses perceptions towards methods, and the most commonly classified are direct
language diversity, regional dialects, speech style, and indirect (McKenzie, 2010, p.42; Obiols, p.2 2002).
language acquisition, minority languages, linguistic As scholars (e.g., Chen and Cao 2013) explain, the
communities, language instruction, language usage, direct method requires respondents to respond to a
and learners’ language preferences. The present questionnaire or interview questions that ask their
paper focused on the first and seventh as it measured opinion about a specific language or its speakers.
the language attitude of ESL Pre-service and Basic However, when language users are directly asked about
Education teachers toward AmE and PhilE. their attitudes, they may hide their actual attitudes
Further, a person’s language attitude may be but go along with the stereotypes in their community;
positive or negative (e.g., Albarracin and Shavitt, hence, there is the indirect method. The most frequently
2018; Bagozzi, 1994a; 1994b in Jain, 2014; used indirect method in investigating language attitude
Gonza´lezRian˜o, 2002 cited in Somblingo and is the Matched-Guise Technique developed by Lambert
Alieto, 2019). Dragojevic (2017) suggests that when and his associates in the early 1960s.

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1.2 The matched-guised technique (MGT) by which people can judge anything. These are
1) evaluative level, which focuses on the value of
The matched-guise test is a sociolinguistic the object (e.g., good/bad), 2) potency or power
research method used to determine one’s true (e.g., strong/weak), and 3) activity or movement
feelings toward a language. Stefanowitsch (2005) (e.g., slow/fast). According to them, SD is easy to
states that the matched guise technique was initially administer and code; investigations confirmed that
developed to investigate people’s attitudes toward SD scales are relatively reliable, objective, and
social, geographical, or ethnic language varieties valid ways of measuring a wide range of concepts.
and the languages spoken in bilingual communities. In the Philippines, studies on attitudes towards
MGT permits more introspection and produces more AmE and PhiE were conducted through direct
spontaneous and sincere responses (Lambert, 1967 methods only, at least those that the researchers have
in Obiols 2002; Richards, Platt, and Weber, 1985 in reviewed. Nonetheless, Fitriati and Wardani (2020)
Gaies and Beebe, 1991). recommended the MGT in determining language
Obiols (2002, p.3) presents the relevant components attitude; hence, this attitude paper utilized the
of MGT, summarized as follows: The sex, age, and indirect method, MGT.
other variables of the recorded voices and judges
evaluating the recorded voices are considered. The
1.3 Teachers’ and students’ attitude toward
recorded speech or stimulus material lasts two minutes
PhilE and AmE
and is studied from a linguistic and stylistic point of
view. The judges have no information about the voices. Sy Tamco (2022) explored the experiences,
The deletion of suprasegmental speech features controls struggles, perspectives, and pedagogical practices of
the recorded voices. 10 college ESL teachers from different universities
The MGT method involves using recorded in Bulacan on using PhilE in ESL classrooms. She
voices of people speaking first in one language and gathered the necessary information through in-
then in another and asking the subjects, referred to depth interviews. When asked about their views and
as listener-judges, to evaluate the qualities of the opinions on AmE and PhilE as the standard English,
voice owners. The recordings are played to listeners three informants stated that AmE is the standard
unaware that the two speeches are from the same English in the Philippines. Two participants claimed
person and judge the two guises of the same speaker that AmE is a corporate standard English, which
as though they were judging two separate speakers can be compared to British English (BrE). They
(Gaies and Beebe, 1991). The judges evaluate the acknowledged PhilE as a legitimate variety, accepted
speakers on a bipolar semantic-differential scale with it for speaking, and believed it should be promoted;
many personality traits. however, they viewed AmE as the standard English
The US psychologist Charles E. Osgood for writing and formal domain.
pioneered the semantic differential (SD). According Using online comments to an online news article
to Ploder and Eder (2015), SD is a semantic rating and an online quote card about PhilE, Paz (2022)
scale that measures the connotative meaning of investigated the Filipinos’ mental models of PhilE.
terms, ideas, activities, or concepts like language. As He explains that mental models operate through
the earlier scholars posit, SD captures the affective propositions that influence the ability to decide,
and cognitive components of a subject’s feelings to accept, or reject an idea like PhilE. He gathered
selected concepts on a multidimensional level. It online comments on news posts from the social
measures associations, motivations, emotions, and media page of the news and current affairs program
attitudes for almost every concept. of a large Filipino media and entertainment group
Likewise, Rosenberg and Navarro (2018) and analyzed them using Dijk’s framework of
explain that Osgood gives three stable dimensions cognitive analysis. His analysis of the 65 qualities

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revealed seven evaluative qualities accepting PhilE; Matched-Guised Technique to confirm results from
however, 46 of 65 rejected PhilE, and 12 comments direct methods attitude data. It specifically tried to
communicated the commenters’ ambivalent stances. answer the following questions:
Dimangadap-Malang and Pantao (2021) investigated 1) Who between the PhiE and AmE speakers
the attitudes of the English teachers of Al -Kwarizmi would ESL Pre-service and Basic Education
International School on PhilE using a survey teachers give more favorable ratings,
questionnaire, and their analysis revealed that the a. Filipino speakers of English who approximate
English teachers have a positive attitude towards AmE,
PhilE as a variety of Standard English. They accepted b. American speakers of English who approximate
most coined words and phrasal constructions PhilE?
used and adapted in the Philippines. Nevertheless, 2) Is there a significant difference between the
they did not accept what they perceived as non- ratings given by ESL Pre-service and Basic
standard idioms and ungrammatical constructions. Education teachers toward the PhilE and AmE
Likewise, Tupas (2006) shared that seven Filipino speakers?
student-teachers manifested disfavor in PhilE as 3) What is the ESL Pre-service and Basic Education
communicated by their beliefs that PhilE is not an teachers’ general attitude toward PhilE and AmE
ideal model in the English language classroom and speakers, as revealed by their ratings?
that empowering standardized English should be
taught as a form. 2. Materials and methods
Dimaculangan (2022) reviewed studies on
2.1 Subjects/listener-judges
Filipino ESL teachers and students’ attitudes toward
PhilE to integrate the course PhilE into the English The listeners, i.e., subjects who are referred to as
Language curricula. Her analysis of Gustilo and judges, were composed of 35 (i.e., five males and 30
Dimaculangan (2018), Torres and Alieto (2019), females) graduating Bachelor of Secondary major in
Lopez-Escalona (n.d.), Gustilo, Vergel, and Valle English students who were having their Pre-service
(2020), Hernandez (2020), and Bautista (1997, teaching in different High School institutions in
2001) findings revealed conditional positive attitude Laguna during the Academic Year 2022-2023 and
toward PhilE. Most of their responses to the attitude 35 Basic Education ESL teachers (i.e., eight males
questionnaire revealed positive attitudes, whereas and 27 females) in Region IV-A. They were all
their responses to the acceptability test for PhilE born in the Philippines and speak two languages,
expressions revealed otherwise. English and Filipino (Tagalog), in most domains of
Attitudinal studies help identify speakers’ views work, but they speak English in ESL classrooms.
of a language’s status and its role in language They are relatively homogenous in terms of age and
teaching and learning. Therefore, attitude studies educational and sociolinguistic backgrounds.
on PhilE and AmE deserve equal scholarship The pre-service teachers are all government Basic
because they offer equally significant insights into Education school graduates and have been learning
the country’s language growth and implications for English as a medium of instruction in school and as a
ELT. Bernardo (2017), Policarpio (2021), Alieto major course in BSEd-English. The Basic Education
and Rillo (2018), and Rentillo (2022), for instance, ESL teachers combine young and middle-aged teachers
recommend PhilE instruction and more research who have been in English Language Teaching (ELT)
looking into attitudes toward PhilE. The present for at least three to 15 years. The pre-service teachers’
paper fills the gaps mentioned earlier by probing ages ranged from 21 to 23 years old, whereas the
ESL Pre-service and Basic Education teachers’ teachers’ ages varied from 25 to 32 years old. Apart from
attitudes toward spoken AmE and PhilE using the their maturity and smartness, they were purposively

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selected because they are ESL teachers and students reading scripts used for this study, were selected based
more familiar with AmE and PhilE. on their oral skills to approximate the native-like sound
These subjects whose attitudes to PhilE and of AmE. Likewise, the three American speakers were
AmE were determined through their judgment of considered based on their approximation of PhilE
the speakers’ voices were selected through criterion articulation. The three Filipino teachers were born
sampling, the criterion of which, as elucidated in in the Tagalog region and have taught ESL there for
the preceding paragraph, can be summarized as three to ten years, whereas the American speakers have
ESL students and teachers and who have a close worked with Filipino teachers and employees for five to
sociolinguistic background (i.e., were born in the ten years. They all consented to participate in the study.
Philippines, speak English, are into English language However, they demand privacy and confidentiality;
teaching and learning, College Education BSE- hence, they are named Speaker 1, Speaker 2, to Speaker
English students engaged into student-teaching 12 in the study.
and elementary or high school ESL teachers, The 1st Filipino speaker is a 25-year-old lady
preferably pursuing graduate studies, either master’s from the North. She has been teaching Asian
or doctorate, those who have a background on EFL learners for three years now. The second
World Englishes paradigm precisely, AmE and is 23 years old and teaching in a Department of
PhilE). Criterion sampling is a method in research Education (DepEd) school; the third is a 32-year-
in which the researcher selects participants based old international teacher teaching grade 7 English
on predetermined criteria or characteristics. This at a Middle School in North Carolina. She taught
method ensures the sample represents individuals EFL in Thailand and China prior to her American
with qualities or experiences required by the study school assignment. The three teachers were selected
objectives. primarily due to their apparent approximation of
spoken AmE.
2.2 Text readers/speakers The first two American speakers work at a
Northern High School in North Carolina and interact
Three Americans with a near native-like PhilE
with Filipino teachers at the same university. One
speech and three Filipinos with a near native-like
is a media center coordinator and librarian, and
AmE speech were selected for the study. Likewise,
the other is a junior high school teacher. Both are
criterion sampling was used to identify them. The
middle-aged women who attend the same church
selected AmE readers of both AmE and PhilE texts
service. The third is a fellow worker of a Filipina
were Americans who have been with Filipino friends
friend of the principal researcher who is married to
or co-workers for five to 10 years; those whose
an American and has lived in America for a long
oral English is closely similar to PhilE; those who
were willing to participate in the study, and among time. He is a 35-year-old nurse who has had contact
those whom the researchers had access through their with the Tagalog language through her Filipino co-
Filipino friends and former students. The Filipino workers at a Dialysis Center in Las Vegas, Nevada.
readers of both AmE and PhilE were Filipina English
ESL and EFL teachers with near-native American- 2.3 Instruments
like articulation of English. They were those who The instruments utilized for this study were
had taught EFL to Asian and American students in modified instruments used by established and well-
virtual or face-to-face mode and those who have informed authorities in language attitude studies, (i.e.,
taught elementary or secondary ESL for at least Tucker, 1968; Luzares & Bautista, 1971, and Aglaua
five years and are graduates of English or English & Aliponga, 1998 cited in Dimaculangan, 2017) in
language Teaching-related courses. their studies of attitudinal dispositions of Tagalog and
The three Filipino speakers, i.e., readers of the two non-Tagalog students toward English and Tagalog

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speakers of English as cited in Dimaculangan (2017). adjective scales in which the subjects reflected their
Whereas the earlier authorities used 12 recorded judgment of the voices heard. The opposite extremes
voices of Tagalog and non-Tagalog speakers of of a trait (e.g., Successful __ __ __ __ __ __ __ __
English, the present researchers used 12 recorded Unsuccessful) and (Unintelligent __ __ __ __ __ __
voices of the three American professionals and three __ __ Intelligent) are designated at the end of the
Filipino ESL and EFL teachers as their primary scales. Numbers from one to eight are assigned to
instruments. Twelve because each of the six speakers each trait; the highest/positive end of the scale has a
was requested to read the AmE reading script and the value of eight (8), and the lowest negative/end is one
PhilE reading script. The reading texts read by the (1). This instrument aimed to indirectly determine
speakers that Obiols (2002) calls stimulus material the subjects’ attitudes toward spoken PhilE and
are two short texts of two and a half (2 and ½ AmE, which might not be obtained directly.
minutes) that the speakers recorded for this purpose.
The same script of 351 words used by the mentioned 2.4 Data gathering and analysis procedure
researchers was used to ensure the choice of standard
AmE reading text. The PhilE reading script is the The present study used the well-known indirect
364-word Philippine version of the Creation Story, method in evaluating language attitude, the Match-
downloaded from https://www.gutenberg.org/ Guised Technique (MGT), to gather data. The six
files/12814/12814-h/12814-h.htm#d0e4072. speakers whose voices were grouped as follows were
The MGT is usually combined with Osgood SD asked to read and record the two texts (one AmE text
scales; hence, another equally important instrument and one PhilE text) one at a time. They are given the
used was the evaluation sheet containing Tucker’s following pseudonyms to keep their identities private
(1968) series of 12 semantic-differential bipolar as they agreed on.

Voices/Readers of American English Text Voices/Readers of Philippine English Text

Speaker 1 - American Dr. Greenhills Speaker 7 - Filipina/Ms. Julie
Speaker 2 - Filipina/Ms. Julie Speaker 8 - American/Dr. Deerwalk
Speaker 3 - American/Ms. Glass Speaker 9 - Filipina/Ms. Fely
Speaker 4 - Filipina/Ms. Babe Speaker 10 - American Dr. Greenhills
Speaker 5 - American/Dr. Deerwalk Speaker 11 - Filipina/Ms. Babe
Speaker 6 - Filipina/Ms. Fely Speaker 12 - American/Ms. Glass

Their voices were recorded and then arranged in Their favorable ratings of the judges to the speakers
random order so that each passage seemed to be read were equated to their positive attitude toward the
by a different individual. Sound tests were conducted variety they spoke.
before the subjects listened to ensure the speeches Stefanowitsch (2005, p.2) suggests calculating the
were audible. Speakers connected to the researcher’s average judgment for each pair of traits as a simple
laptop were utilized. The audio file was administered way of statistically evaluating the results; hence, the
to the judges in smaller groups within two months. judges’ ratings for each of the 12 scales were tabulated
The judges were asked to listen and judge the separately. All the responses given by each subject to
readers based on their voices alone and rate their the 12 voice exemplars were added to get the overall
characteristics as enumerated in the evaluation sheet, rating for each pair of adjectives. It was explained to
Tucker’s 12-item SD bipolar adjective scale, which the judges that the value of eight is always the most
has the value of 8 at the positive end of the scale favorable rating corresponding to the positive trait,
and the value of 1 at the opposing end. The subjects whereas the value of one is always the least favorable
evaluated the personal qualities of the 12 voices rating referring to the negative trait. In this study,
heard without knowing they were only six persons. high ratings given by the judges are equated to their

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positive attitude toward the variety, whereas low Further, the total mean scores obtained from
ratings are interpreted as negative attitudes toward the the ESL pre-service teachers’ evaluation of the
variety. Stefanowitsch (2005) also suggests checking speakers’ voices also revealed that they both have
whether the judgments for the groups of readers differ positive attitudes toward PhE and AmE speakers as
significantly using paired t-tests to compare group registered by the 4.73 and 4.70, which exceed 4.50,
means; thus, it was also employed. the median of 8. They did not appear concerned
about the varieties spoken, as suggested by their
3. Results and discussion same evaluation of the speakers’ traits. The findings
Table 1 presents the ESL pre-service teachers’ differ from Martin’s (2014) study, which revealed
evaluation of the AmE and PhilE speakers, indirectly teachers’ preference for the AmE to PhilE despite
revealing their attitudes toward the varieties. The consciously using PhilE, and Tupas’ (2006) study,
mean scores in Table 1 show that the ESL pre- which suggested the pre-service teachers’ belief that
service teachers rated the AmE speakers slightly
PhilE is not an ideal model of English. They further
more favorably than the PhilE speakers in six
confirm Bautista’s (2004), Allieto and Rillo’s (2018),
items: personality traits, i.e., appearance (light)
and pleasant; three-character traits, i.e., active, Dimaculangan and Gustilo’s (2018), and Mayo et
industrious, and honest; and one competence trait, al.’s (2019) finding that Filipino ESL teachers and
i.e., intelligent. Interestingly, they rated the PhilE students exhibit a positive attitude toward PhilE.
speakers more favorably than their AmE counterparts However, it is not to a complete extent that they
in three character traits: religious, self-confident, and convey their notion that AmE is the standard variety.
patient; two competence-related traits, successful Table 2 displays the basic education ESL
and reliable; and personality trait-related, which is
teachers’ evaluation of the AmE and PhilE speakers,
healthy. Nonetheless, none of the mean scores for
indirectly revealing their attitudes toward the
the attitude of ESL pre-service teachers toward PhilE
and AmE speakers have mean differences exceeding varieties. The figures from the ratings given by the
1.00, which means that they have the same attitudes more mature evaluators, the basic education ESL
toward PhilE and AmE speakers. teacher, revealed a similar trend. As can be gleaned
Table 1. ESL pre-service teachers’ attitude toward PhilE and in Table 2, the Basic Education teachers rated the
AmE speakers. AmE speakers somewhat more favorably in four
Qualities AmE speakers PhE speakers (4) of twelve traits, namely three character traits—
Light 5.37 5.03 active, self-confident, and patient and one personality
Pleasant 4.47 3.87 trait, healthy. It is heartening that they rated the
Religious 4.98 5.52 PhilE speakers somewhat more favorably in eight
Active 3.77 3.17 (8) out of twelve traits: light, pleasant, religious,
Successful 5.23 5.50
successful, industrious, reliable, intelligent, and
Industrious 3.61 3.45
honest. Similar to the figures in the table, none of
Reliable 5.27 5.47
the mean scores for the attitude of Basic Education
Healthy 5.24 5.73
Self-confident 5.32 5.58 teachers toward PhilE and AmE speakers have mean
Intelligent 4.36 3.79 differences exceeding 1.00, which registered their
Honest 4.24 3.75 positive attitudes toward both the PhilE and AmE
Patient 4.87 5.57 speakers as recorded by the total mean scores of 4.93
Total 4.73 4.70 and 5.10 which are higher than the median 4.50.

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Table 2. Basic education ESL teachers’ attitude toward PhilE The findings also hint that PhilE speakers are
and AmE speakers.
eventually becoming aware of the wrong notion that
Qualities AmE speakers PhE speakers only near-native AmE or BrE variety is acceptable,
Light 5.58 5.70 standard, and prestigious and opposed Jenkins’
Pleasant 4.01 4.62 (2009) findings in her study on East Asian attitudes
Religious 5.04 5.73 towards ELF, which divulged many English
Active 3.55 3.50 speakers’ perception that an English accent can only
Successful 5.71 5.86 be evaluated as regards its closeness to BrE or AmE.
Industrious 4.10 4.25 The PhilE ESL teachers and students in the present
Reliable 5.44 5.73 study seem to compose a part of the competent
Healthy 5.91 5.67 English speakers who can survive comfortably in
Self-confident 5.83 5.82
multilingual communication. PhilE is an Outer
Intelligent 4.21 4.53
Circle English (Kachru, 1985; 1992) variety spoken
Honest 4.26 4.36
and understood by fellow ESL and ELF speakers
Patient 5.48 5.40
worldwide.
Total 4.93 5.10
Table 3 shows the significant difference between
The speakers’ choice of language is closely pre-service and basic education ESL teachers’
related to how they perceive the language and their attitudes toward PhilE and AmE speakers. A T-test
attitude toward it (Ervin and Trip, 1964, cited in Nur for two paired samples was utilized to determine the
et al., 2021). Thus, the results presented in Tables 1 difference between the ratings the ESL pre-service
and 2 imply that PhilE sounded as pleasant as AmE and Basic Education ESL teachers gave to the PhilE
to both the pre-service and basic education ESL and AmE speakers. The weighted mean scores of 4.73
teachers who unconsciously communicate positive and 4.70 obtained from ESL pre-service teachers’
attitudes toward the two varieties. Therefore, it can judgment of the AmE and PhilE speakers obtained
be assumed that these ESL practitioners will use a mean difference of 0.03, which is relatively small,
and probably teach both varieties to develop their supporting the analysis of no significant difference
students’ communicative skills and confidence in for the computed p-value of 0.8624 since the p-value
using English. Indeed, Holmes (2001) stated that is greater than the level of significance (α = 0.05).
positive attitudes support efforts to use the language Likewise, the weighted mean scores of 4.93 and 5.10
in various domains. In addition, Fitriati and Wardani from Basic Education ESL teachers’ ratings to AmE
(2020) posited that when people have a positive and PhilE speakers’ traits revealed a mean difference
attitude toward a language, they will speak it in most of –0.17, which is almost insignificant, supporting
interactions. More importantly, Bernardo (2017) the analysis of Not Significant difference for the
conveyed that PhilE must be taught; there must be computed p-value of 0.0531. The difference between
interactions in PhilE in the classroom, and it must be the mean scores is also insignificant since the p-value
part of the written assessment. is greater than the significance level (α = 0.05).
Table 3. Difference between pre-service and basic education ESL teachers’ attitudes toward PhilE and AmE speakers.

Mean

Evaluators AmE speakers PhE speakers Mean difference t-stat p-value Analysis

ESL pre-service teachers 4.73 4.70 0.03 0.1174 0.86.24 Not Significant

Basic education ESL teachers 4.93 5.10 –0.17 –2.16.68 0.0531 Not Significant

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Overall, the figures show that the ratings given for PhilE variety, related studies employing other
to the PhilE and AmE speakers by the pre-service indirect ways of determining ESL students’ and
teachers and basic education ESL teachers do teachers’ attitude toward PhilE need to be done in
not differ. This study divulged a different trend other regions of the country.
from the results of the limited studies previously Earlier researchers’ (e.g., Hernandez, 2020; Policarpio,
conducted, which Dimaculangan (2022) described as 2021; Dimaculangan, 2022) recommendation to
ambivalent attitude because for instance, Torres and include WE and PhilE in the Basic Education and
Alieto’s (2019) PhilE lexical and grammatical items Higher Education curricula is supported, considering
questionnaires communicated their respondents’ that the world speaks the global English understood
limited acceptance; while Lopez Escalona’s (n.d.) by all of Kachru’s concentric circles’ speakers. The
BSU English teacher-participants revealed their curricula will offer students opportunities to learn
positive attitude toward PhilE but non-acceptance linguistic and cultural diversity across the globe and
of some words, idioms, and what they read as to develop mutual understanding and respect for WE
ungrammatical constructions which to WE and users. Exposing the students to PhilE is essential so
PhE scholars are deviations. As earlier findings they can actively participate in language learning
show, Filipino speakers of English use PhilE in tasks without apprehension that their English will be
spoken informal contexts and AmE in written stigmatized. The researchers’ observations and casual
communication or formal contexts (e.g., Bautista conversations with teachers and students divulged a
1997, 2001; Gustilo and Dimaculangan, 2018). common reason why students remain passive inside
ESL classrooms that require an “English Only”
4. Implications for research and peda- interaction, i.e., the students can not approximate
gogy the standard pronunciations that the teachers equate
The study revealed the subjects’ positive to BrE or AmE pronunciation. Indeed, using oral
attitude toward the two Englishes used in PhilE in the classroom can be a strategy to promote
Philippine education and local and international students’ active participation in learning tasks
communications. The increasing number of research without apprehension that their English will be
and publications on PhilE, especially Borlongan’s stigmatized and to lessen or completely eradicate the
(2024) opinion column in one of the Philippine feelings of intimidation and lack of self-confidence
broadsheets, The Manila Times, where he regularly among learners.
discusses PhilE and related matters, as well as the Relatively, Borlongan’s propositions (2011)
scholars’ proposal to incorporate the teaching of on retraining ESL teachers, designing new
WE and PhilE in the Basic Education and Higher instructional materials based on PhilE corpora, and
Education curricula, have probably contributed to recontextualizing ELT leadership are seconded and
the participants’ positive attitude toward PhilE and advanced, although this may require fund allocations
not just toward AmE. More than that, the webinars and training time. This is because teaching PhilE
on WE and PhilE, which have been conducted across is not easy, primarily due to the fact that English in
the country, and the deliberate teaching of the courses the country is not a monolithic variety of English
by the principal author have possibly contributed to (Tupas, 2006). As he states, Filipinos speak
strengthening the subjects’ positive attitude toward Philippine Englishes for its use is class-inflected
PhilE and not just toward AmE. The enumerated and ethnolinguistically-marked, among other
variables might have changed what Dimaculangan social factors. Moreover, more seminars on WE
(2022) interpreted as Filipino’s ambivalent attitude highlighting the Englishes used in the country should
towards PhilE. Nonetheless, to ultimately claim that be conducted in regions where teachers and students
Filipino ESL teachers and students manifest favor are not yet aware of PhilE’s existence or not yet

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 Forum for Linguistic Studies | Volume 06 | Issue 03 | September 2024

open to the phenomena to raise their awareness and Funding

consequently develop appreciation and respect for
their own and other English varieties. This way, ESL This research received no external funding.
teachers who may have the native speaker syndrome
may eventually accept PhilE, see it as prestigious Acknowledgments
as AmE, and be clear about the PhilE lessons to The authors would like to thank the Department
be taught and the distinction between formal and of Education teachers and LSPU College of Teacher
informal PhilE use. Education pre-service teachers who participated in
In this era of globalization and internationalization, the study as listener judges of the voices; the Filipino
multilingualism is the norm, and the deliberate ESL teachers in the country and America for reading
teaching of WE and PhilE is strongly recommended. the texts in near-native American English and
As Tupaz (2023) conveyed in one of his lectures, Philippine English accent; and Mr. Kim Darly Bueno
Filipino ESL teachers should be multilingual for having statistically treated the data for this study.
teachers of English (i.e., they speak and teach L1
English, PhilE, their Mother Tongue, and possibly
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