Philippine E-Journals

Macro and Micro Context Factors in English Language Learning in Modular Distance Learning

Ma. Nekka Sespene | Hygia Oyangoren | Rhotina Mie Narnola | Marchee Picardal

 

Abstract:

English proficiency has been a complex skill to develop in a face-to-face setting, especially in the remote learning modality. This descriptive-correlational study aims to determine the various macro and micro context factors in English language learning of secondary students (n=189) under modular distance learning. Factor analysis is utilized in extracting the following factor loadings for macro-context: a) lack of assistance from more knowledgeable others, b) unconducive-to-learning environment, c) cultural influence, d) poor feedback mechanism, e) insufficient resources, and f) low quality of the self-learning kit. Micro-context factors constitute the following: a) lack of exposure and practice, b) lack of perceived competence, c) lack of motivation and d) lack of interest. Students employed selfregulated strategies and managed to overcome these challenges through a) commitment to practice the skill, b) self-evaluation strategies, and c) social strategies. Students’ context should be considered in the teaching and learning process.