Paper Contents
Abstract
AbstractThis study is to explored the realities of the experiences of teachers in teaching English utilizing the modular distance learning modality. This study employed a phenomenological research design which aims to determine the experiences and perceptions of the seven (7) participants. Five themes emerged from the responses of the participants which were improving pedagogy. technology practices, instructional pacing, access to technology, and giving of instructions using the English language. Meanwhile On the coping mechanisms in the asynchronous delivery of instruction, three themes emerged from the responses of the participants which were proving social support, managing time and instilling proper feedback. Further, the following are the themes generated from the insights drawn from the experiences of the teachers which maintain parent-teacher communication, the use of technology, and giving of feedback. The results implied that English teachers felt the need to maintain parent-teacher relationships and intensify the use of technology for instruction even beyond the global pandemic. Moreover, the results generated provided comprehensive data in conducting future research with similar or relevant in scope. This study may be published in reputable research journalKeywords: Asynchronous learning, distance learning, challenges, perceptions Davao Oriental
Copyright
Copyright © 2024 ALJIE C. HIPOLITO. This is an open access article distributed under the Creative Commons Attribution License.
