Vlogs are among the videos with the biggest viewership on different social media sites, which led to academic interest and analyses. This study aimed to identify the speech acts used by popular food vloggers in their food vlogs and investigate how the various modalities they used create a perlocutionary effect on the audience in the form of reactions. Furthermore, the study looked into how the modalities observed shape the discourse of food vlogging. This descriptive study explored the genre’s apparent unique discourse community through the food vlogs of Mikey Chen, Mark Wiens and Luke Martin in Binondo, Philippines. The corpora which included specific videos and vloggers were chosen through purposive sampling. The linguistic aspect of the data was analyzed by categorizing the utterances into different speech acts, whereas the types of multimodalities present in each of the vlogs were also examined. Results of the study revealed that food vlogs share a common goal of describing food and enticing the curiosity of viewers. It was also found that food vlogs thrive in modes and languages that are exclusive to the food vlogging community. Food vloggers encourage interaction via the comment section. Moreover, food vlogging has a unique genre with specific lexis that includes food, culinary and complimentary terms. Most importantly, food vloggers and viewers in specific food vlogs contribute to the expanding food vlogging community that has its unique discourse which is then shaped by its distinctive modalities and structure.

This study centered on the impact of teachers’ feedback on students’ impromptu speech. In addition, it aimed to unveil the aspects of students’ impromptu speech which teachers provide feedback on. This study utilized descriptive qualitative and quasi-experimental method. The participants of this study were English teachers and grade eight students from De La Salle University- Junior High School. The study utilized interview, survey, audio recording, and pre- and post-impromptu speech tests as data collection techniques. The study revealed that teachers gave more emphasis on the content of the student speech when giving feedback. Moreover, the statistical treatment showed that there is a significant difference between the pre- and post- impromptu speech scores. The analysis of students’ impromptu speeches and teacher feedback provide opportunity for teachers to reflect more on how they give feedback to their students and be more familiar with how their students deliver their speeches in terms of technical and contextual aspects of speaking. This study recommends that public speaking be offered as one of the elective subjects in English so students can enhance more their speaking skills. In the same way, teachers can be given more opportunities to be more exposed to giving quality feedback. A feedback model was made to aid teachers in giving feedback to their students during speaking performances.