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VOL. 8, ISSUE 2 (2023)
Learning continuity framework for oral competence in english during distance education
Authors
Myrna Chavez Egos
Abstract
This transcendental phenomenological research
was done through qualitative study which examined the lived experiences of the
Grade 11 senior high school learners in acquiring oral competence in English
during the pandemic. This study was conducted to note possible improvements in
developing a learning continuity plan that will aid educators in maintaining
students’ retention and persistence in distance learning. Ethical considerations
outlined by Creswell (2009) [9] including capacity, information, and
voluntariness were utilized. Participants’ experiences, which influenced
learning, engagement, and strategies in oral learning of the English language
were the main data and triangulated by observation and memoing. Data were analyzed
through thematic content analysis following the phenomenological concept of experience
as the analytical framework of the study. Findings revealed that emerging
factors influencing language learning in distance education include experience,
strategies, and situation. Moreover, emerging themes corresponding to
strategies in acquiring oral competence are actual practice, gadget-aided, and
print material aided. Hence, these were incorporated in the proposed model to
enhance the basic learning continuity plan in teaching English to particularly
develop oral competence in times of crisis like the COVID-19 pandemic.
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Pages:39-46
How to cite this article:
Myrna Chavez Egos "Learning continuity framework for oral competence in english during distance education". International Journal of Advanced Education and Research, Vol 8, Issue 2, 2023, Pages 39-46
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