Macro and Micro Context Factors in English Language Learning in Modular Distance Learning
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 d...
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| Format: | Article |
| Language: | English |
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Center for Policy, Research and Development Studies
2021-11-01
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| Series: | Recoletos Multidisciplinary Research Journal |
| Subjects: | |
| Online Access: | https://rmrj.usjr.edu.ph/rmrj/index.php/RMRJ/article/view/1044 |
| _version_ | 1798024815311847424 |
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| author | Ma. Nekka A. Sespene Hygia R. Oyangoren Rhotina Mie A. Narnola Marchee T. Picardal |
| author_facet | Ma. Nekka A. Sespene Hygia R. Oyangoren Rhotina Mie A. Narnola Marchee T. Picardal |
| author_sort | Ma. Nekka A. Sespene |
| collection | DOAJ |
| description | 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 self-regulated 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. |
| first_indexed | 2024-04-11T18:08:56Z |
| format | Article |
| id | doaj.art-896d7bfb29174e6db764f0d64bbdbe10 |
| institution | Directory Open Access Journal |
| issn | 2423-1398 2408-3755 |
| language | English |
| last_indexed | 2024-04-11T18:08:56Z |
| publishDate | 2021-11-01 |
| publisher | Center for Policy, Research and Development Studies |
| record_format | Article |
| series | Recoletos Multidisciplinary Research Journal |
| spelling | doaj.art-896d7bfb29174e6db764f0d64bbdbe102022-12-22T04:10:13ZengCenter for Policy, Research and Development StudiesRecoletos Multidisciplinary Research Journal2423-13982408-37552021-11-0192355210.32871/rmrj2109.02.02Macro and Micro Context Factors in English Language Learning in Modular Distance LearningMa. Nekka A. Sespene0https://orcid.org/0000-0002-7797-6525Hygia R. Oyangoren1https://orcid.org/0000-0002-8931-6006Rhotina Mie A. Narnola2https://orcid.org/0000-0003-1689-3117Marchee T. Picardal3https://orcid.org/0000-0002-7257-6776Cebu Normal University, Cebu City, PhilippinesCebu Normal University, Cebu City, PhilippinesCebu Normal University, Cebu City, PhilippinesCebu Normal University, Cebu City, PhilippinesEnglish 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 self-regulated 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.https://rmrj.usjr.edu.ph/rmrj/index.php/RMRJ/article/view/1044modular distance learningfactors in learningenglish language learningfactor analysis |
| spellingShingle | Ma. Nekka A. Sespene Hygia R. Oyangoren Rhotina Mie A. Narnola Marchee T. Picardal Macro and Micro Context Factors in English Language Learning in Modular Distance Learning Recoletos Multidisciplinary Research Journal modular distance learning factors in learning english language learning factor analysis |
| title | Macro and Micro Context Factors in English Language Learning in Modular Distance Learning |
| title_full | Macro and Micro Context Factors in English Language Learning in Modular Distance Learning |
| title_fullStr | Macro and Micro Context Factors in English Language Learning in Modular Distance Learning |
| title_full_unstemmed | Macro and Micro Context Factors in English Language Learning in Modular Distance Learning |
| title_short | Macro and Micro Context Factors in English Language Learning in Modular Distance Learning |
| title_sort | macro and micro context factors in english language learning in modular distance learning |
| topic | modular distance learning factors in learning english language learning factor analysis |
| url | https://rmrj.usjr.edu.ph/rmrj/index.php/RMRJ/article/view/1044 |
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