Multinational Research Society Publisher

Mission and Vision
Our Mission
At MRS Publisher, our mission is to advance the dissemination of high-quality, peer-reviewed research to a global audience, enabling unrestricted access to scholarly content. We strive to facilitate the free exchange of knowledge and foster academic collaboration, empowering researchers, educators, and practitioners across disciplines to contribute to the advancement of science and society. By providing open access to research outputs, we aim to enhance the visibility, impact, and accessibility of scholarly work while supporting a sustainable and equitable knowledge-sharing ecosystem.
Our Vision
Our vision is to become a leading force in the global open-access publishing landscape, promoting transparency, inclusivity, and collaboration within the scientific community. We envision a future where all academic research is freely accessible, enabling innovation, accelerating discovery, and supporting evidence-based decision-making in policy, education, and practice. Through our commitment to open access, MRS Publisher seeks to break down barriers to knowledge and empower a diverse range of voices and perspectives in the pursuit of knowledge and societal progress.
Open Access Policy
MRS Publisher is committed to promoting open access to all scholarly works published under our name. We firmly believe that providing open access to research articles, journals, and other scholarly materials increases the visibility and accessibility of research, maximizes the impact of scientific inquiry, and accelerates the exchange of knowledge across borders and disciplines.
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Latest Article
1. HISTORY OF PEDAGOGY: HISTORICAL FOUNDATIONS OF CONSTRUCTIVIST PEDAGOGY
1

Dr. Avi Abner*
Burgas State University "Prof. Dr. Assen Zlatarov", Republic of Bulgaria
37-40
https://doi.org/10.5281/zenodo.20566241

The historical development of constructivist pedagogy is closely connected with broader changes in philosophical and educational thought concerning the nature of knowledge and learning. Over time, the understanding gradually emerged that learning is not limited to the passive reception of information, but involves the learner’s own activity, experience, and interpretation of the world. Certain philosophical and pedagogical ideas compatible with later constructivist interpretations can already be identified in ancient philosophy and medieval thought. The views of Plato and Aristotle may be regarded as important historical preconditions for later learner-centered and constructivist-oriented educational theories. Increasing attention was directed toward experience, observation, personal development, and the learner’s participation in the educational process. Particular importance for the later development of constructivism belongs to Dewey, Piaget, and Vygotsky, whose theories provided a more systematic explanation of learning as an active and socially mediated process. Their ideas played a major role in changing traditional views of education and in establishing new understandings of the relationship between teaching, experience, and cognition. Viewed in historical perspective, constructivist pedagogy appears as the result of a long process of philosophical and pedagogical development rather than a directly continuous tradition originating in Antiquity. The evolution of these ideas reflects broader changes in the understanding of knowledge, the learner, and the purpose of education itself.
2. LIVED EXPERIENCES AND LINGUISTIC POSITIONING OF FILIPINO ENGLISH EDUCA...
2

Antonio V. Peñalosa Jr.*
University of Saint Anthony
46-64
https://doi.org/10.5281/zenodo.20536749

Filipino English Educators have become increasingly visible in the global English as a Foreign Language (EFL) industry due to the growing demand for online English instruction among international students. While previous studies have documented various aspects of Filipino English Educators experiences within the global EFL industry, the use of English has often appeared as part of broader discussions rather than as the primary phenomenon of inquiry. This study examined the phenomenon of using English in the Global Classroom through two analytically distinct yet complementary dimensions: lived experiences and linguistic positionings. Specifically, it sought to uncover the essence of the shared lived experiences of Filipino English Educators and identify the linguistic positionings constructed through classroom utterances. The study employed a qualitative multi-method research design utilizing Transcendental Phenomenology (Moustakas, 1994) and Positioning Analysis grounded in the Positioning Theory of Harré and Moghaddam (2003). Three Filipino English Educators participated in the study. Data were gathered through semi-structured interviews and classroom recording transcriptions. Interview data were analyzed using phenomenological procedures, while classroom recordings were analyzed through the positioning triangle of speech acts, positions, and storylines. The findings revealed that the essence of using English in the Global Classroom is a continuous process of adjustment, negotiation, adaptation, and heightened self-awareness within multilingual and multicultural online teaching environments, shaped by communicative flexibility, cultural responsiveness, institutional expectations, and professional identity negotiation while sustaining participation, communication, and professionalism in the Global Classroom. Furthermore, the linguistic positionings constructed by Filipino English Educators reflected their enactment as Language Models, Meaning Negotiators, Language Scaffolds, Instructional Authorities, and Confidence Builders during classroom interaction. Together, these findings demonstrate that using English in the Global Classroom is both internally experienced and externally enacted through discourse, interaction, and pedagogical practice. The study concludes that examining both lived experiences and linguistic positionings provides a more comprehensive understanding of the phenomenon of using English among Filipino English Educators in the Global Classroom, revealing how it is experienced, negotiated, and enacted within multilingual and multicultural online teaching environments.
3. Utilizing the Local Anthology in Fostering Literary Appreciation in Cr...
0

Gerlyn A. Paniterce* & Rafael...
Faculty, University of Saint Anthony, Senior High School Department
24-45
https://doi.org/10.5281/zenodo.20550982

This research, titled “Utilizing Local Anthology in Fostering Literary Appreciation in Creative Writing,” addresses the disconnect between abstract literary theory and the cultural reality of Grade 12 HUMSS students at the University of Saint Anthony. Grounded in Culturally Sustaining Pedagogy and Cognitive Poetics Model of Literary Resonance and Theory of Aesthetic Textual Engagement, the study investigates how integrating Rinconada folktales, such as can serve as cognitive hooks to enhance student engagement. Using descriptive-developmental design, the study assessed baseline literary appreciation, developed a supplementary material using the available local anthology and measured its subsequent impact on students' literary appreciation in Creative Writing. The study’s findings revealed that: 1) Before the intervention, students had high technical scores but a moderate overall appreciation level, struggling most with personal connection, 2) Students from the study faced difficulties in critical engagement because their textbooks contained foreign settings which created cultural distance and restricted their creative expression, 3) Student scores reached the "High Appreciation" level after they utilized the local anthology which resulted in improvements across all assessment areas, and 4) The "PAMANA" material received a "Very Satisfactory" expert evaluation although validators found only minor typographical errors which required correction. Furthermore, the research concludes that: 1) Students show strong understanding of literary techniques but they fail to connect with texts that originate from different cultures, 2) The use of foreign materials requires students to spend their mental energy which prevents Bicolano learners from establishing connections while they try to develop their creative abilities, 3) Local anthologies remove cognitive barriers which enable students to concentrate on advanced writing skills instead of needing to understand new writing contexts, and 4) The developed material functions as a professional tool which maintains cultural authenticity while it connects technical skills to cultural understanding. Based on these results, the following recommendations are formulated: 1) Educators’ classroom instructions should be replaced with methods that help students develop personal connections to their studies, 2) Teachers should use local folktales and community stories as their main teaching materials because these resources will help students develop better writing skills and create deeper understanding of their local heritage, 3) Future researchers should use this study's framework to develop localized materials for other Humanities and Social sciences subjects, and 4) The Senior High School Department should integrate this approved supplementary material into their official curriculum for contextualized learning.
4. SOCIO-PRAGMATIC ANALYSIS OF EVENT HOSTING: INPUTS FOR SUPPLEMENTARY MA...
1

Sheila Mae S. Diana*
University of Saint Anthony - School of Graduate Studies and Research
1-7
https://doi.org/10.5281/zenodo.20520631

This study explored the socio-pragmatic features evident in event-hosting discourse and examined how event hosts use language to manage interaction and achieve communication goals. Specifically, the research analyzed speech acts, politeness strategies, discourse markers, audience engagement, turn-taking, and role performance employed by professional and semi-professional event hosts in Camarines Sur, Philippines. The study utilized a qualitative research design through socio-pragmatic and conversational analysis. Data were collected through direct observation, audio-video recordings, semi-structured interviews, and collection of authentic hosting scripts and program flow materials. The findings show that hosts use Directive, Expressive, Assertive, Commissive and Declarative Speech Acts during the event to manage interaction effectively. Positive and negative politeness strategies were also consistently observed to maintain social harmony and professionalism during events. Common discourse markers such “and,” “so,” “lets,” “thank you,” “please,” “okay,”of course,” “now,” “ladies” and gentlemen,” and “alright” helped organize discourse and sustain audience attention. study further found that hosts used various interactional strategies such as code - switching, acknowledgement and recognition, directive - based audience engagement, energy checks, narrative transition, interactive questioning, humor, and game facilitation to sustain audience participation and interest. Turn-taking was observed through speaker selection, initiating participation, transition cues, feedback/closure, and collective turn - taking. In terms of role performance, hosts simultaneously functioned as facilitators, audience engagers, information givers, and entertainers to maintain both order and rapport through the event.Based on the findings, supplementary instructional materials were proposed to enhance learners’ socio-pragmatic awareness and public speaking skills.
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