Macro and Micro Context Factors in English Language Learning in Modular Distance Learning
DOI:
https://doi.org/10.32871/rmrj2109.02.02Keywords:
modular distance learning, factors in learning, English language learning, factor analysisAbstract
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.
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https://www.researchgate.net/publication/277405267_Factors_Involved_in_the_Use_of_Language_Learning_Strategies_and_Oral_Proficiency_Among_Taiwanese_Students_in_Taiwan_and_in_the_Philippines
Marcum, J., & Kim, Y. (2020). Oral language proficiency in distance English-language learning. CALICO Journal, 37(2), 148–168. https://doi.org/10.1558/cj.37788
Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the factors contributing to students’ difficulties in the English language learning. Creative Education, 8(13), 1999-2008. https://doi.org/10.4236/ce.2017.813136
Musingafi, M.C.C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for open and distance learning (ODL) students: Experiences from students of the Zimbabwe Open University. Journal of Education and Practice, 6(18), 59-66. https://files.eric.ed.gov/fulltext/EJ1079750.pdf
Mosha, M. A. (2014). Factors affecting students' performance in the English language in Zanzibar rural and urban secondary schools. Journal of Education and Practice, 5(35), 64-76. https://www.iiste.org/Journals/index.php/JEP/article/view/17455/17714
Natalia, K., & Julia, O. (2018). New use of MOODLE tools for distance English language learning (experience of Krasnoyarsk State Agrarian University). In 18th International Multidisciplinary Scientific GeoConference (SGEM 2018): Conference proceedings volume 18 (pp.225-232). https://doi.org/10.5593/sgem2018/5.4/S22.029
Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1), 47-59. https://doi.org/ 10.18275/fire201502011049
Phuong, Y. H., & Vo, P. Q. (2019). Students' learning autonomy, involvement, and motivation towards their English proficiency. Edulite: Journal of English Education, Literature and Culture, 4(1), 1-12. http://dx.doi.org/10.30659/e.4.1-12
Picardal, M. T. (2019). Does conceptual change process of instruction promote scientific understanding of biological evolution? Liceo Journal of Higher Education Research, 15(2), 131-153. http://dx.doi.org/10.7828/ljher.v15n2.1326
Racca, R. M. A. B., & Lasaten, R. C. S. (2016). English language proficiency and academic performance of Philippine science high school students. International Journal of Languages, Literature, and Linguistics, 2(2), 44-49. https://doi.org/10.18178/ijlll.2016.2.2.65
Sadiq, S., & Zamir, S. (2014). Effectiveness of modular approach in teaching at the university level. Journal of Education and Practice, 5(17), 103-109. https://www.researchgate.net/publication/338065543_Effectiveness_of_Modular_Approach_in_Teaching_at_University_Level
Shum, M. S., Gao, F., Tsung, L., & Ki, W. W. (2011). South Asian students' Chinese language learning in Hong Kong: Motivations and strategies. Journal of Multilingual and Multicultural Development, 32(3), 285-297. https://doi.org/10.1080/01434632.2010.539693
Salie, M., Moletsane, M., & Mukuna, R.K. (2020). Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school. South African Journal of Education, 40(2),1-9. https://doi.org/10.15700/saje.v40n2a1455
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Allyn and Bacon.
Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11-15. https://www.semanticscholar.org/paper/The-Impact-of-Motivation-on-English-Language-Alizadeh/5ee2d429eb37bda7fd2844854118ed73c7b47b17
Al-Khazaalia, H. M. K. (2020). An exploratory study of micro-context and macro-context barriers to teaching the English language in Iraqi EFL high school framework. International Journal of Innovation, Creativity, and Change, 11(3), 13-28. https://www.researchgate.net/publication/339781439_An_Exploratory_Study_of_Micro-_Context_and_MacroContext_Barriers_to_Teaching_English_Language_in_Iraqi_EFL_High_School_Framework
Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Arkansas Tech University (ED554557). ERIC. https://eric.ed.gov/?id=ED554557
El-Omari, A. H. (2016). Factors affecting students' achievement in English language learning. Journal of Educational and Social Research, 6(2), 9-17. https://doi.org/ 10.5901/jesr.2016.v6n2p9
Frans, T. H. (2016). Barriers to learning English as a second language in two higher learning institutions in Namibia [Doctoral dissertation, University of South Africa Pretoria]. University of South Africa Institutional Repository. http://hdl.handle.net/10500/20190
Gaerlan, M.J. (2016, March 7-9). Learning in A L2: An analysis of less successful Filipino ESL learners’ experiences through consensual qualitative research [Paper presentation]. De La Salle University Research Congress, Manila, Philippines. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2016/LLI/LLI-II-01.pdf
Ghadirzadeh, R., Hashtroudi, F. P., & Shokri, O. (2012). Demotivating factors for English language learning among university students. Journal of Social Sciences, 8(2), 189-195. https://doi.org/10.3844/jssp.2012.189.195
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the Learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106. https://doi.org/10.5539/ijel.v7n5p95
Genc, G., & Aydin, S. (2011). Students' motivation toward computer-based language learning. International Journal of Educational Reform, 20(2), 171-189. https://doi.org/10.1177/105678791102000205
Harb, N., El-Shaarawi, A. (2007). Factors affecting business students' performance: The case of students in United Arab Emirates. Journal of Education for Business, 82(5), 282 – 290. https://doi.org/10.3200/JOEB.82.5.282-290
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
Jiang, L., Zhang, L. J., & May, S. (2019). Implementing English-medium instruction (EMI) in China: Teachers' practices and perceptions, and students' learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 22(2), 107-119. https://doi.org/10.1080/13670050.2016.1231166
Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020). The Philippine higher education sector in the time of COVID-19. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.576371
Jugo, R. R. (2020). Language anxiety in focus: The case of Filipino undergraduate teacher education learners. Education Research International. https://doi.org/10.1155/2020/7049837
Kirmizi, O. (2014). Self-regulated learning strategies employed by regular, evening, and distance education English language and literature students. The Anthropologist, 18(2), 447-460. https://doi.org/10.1080/09720073.2014.11891563
Khan, I. A. (2016). Barriers in the learning of English: An exploratory study. Journal of Education, Society and Behavioural Science, 15(2), 1-10. https://doi.org/10.9734/BJESBS/2016/23743
Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25-30. https://doi.org/10.33365/jeltl.v1i1.242
Lin, C. J., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL students' oral performance in a flipped classroom. Journal of Educational Technology & Society, 21(2), 205-219. https://www.proquest.com/docview/2147859362
Magno, C., Lajom, J. A. L., & de Carvalho Filho, M. K. (2011). Factors involved in the use of language learning strategies and oral proficiency among Taiwanese students in Taiwan and in the Philippines. The Asia-Pacific Education Researcher, 20(3), 489-502.
https://www.researchgate.net/publication/277405267_Factors_Involved_in_the_Use_of_Language_Learning_Strategies_and_Oral_Proficiency_Among_Taiwanese_Students_in_Taiwan_and_in_the_Philippines
Marcum, J., & Kim, Y. (2020). Oral language proficiency in distance English-language learning. CALICO Journal, 37(2), 148–168. https://doi.org/10.1558/cj.37788
Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the factors contributing to students’ difficulties in the English language learning. Creative Education, 8(13), 1999-2008. https://doi.org/10.4236/ce.2017.813136
Musingafi, M.C.C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for open and distance learning (ODL) students: Experiences from students of the Zimbabwe Open University. Journal of Education and Practice, 6(18), 59-66. https://files.eric.ed.gov/fulltext/EJ1079750.pdf
Mosha, M. A. (2014). Factors affecting students' performance in the English language in Zanzibar rural and urban secondary schools. Journal of Education and Practice, 5(35), 64-76. https://www.iiste.org/Journals/index.php/JEP/article/view/17455/17714
Natalia, K., & Julia, O. (2018). New use of MOODLE tools for distance English language learning (experience of Krasnoyarsk State Agrarian University). In 18th International Multidisciplinary Scientific GeoConference (SGEM 2018): Conference proceedings volume 18 (pp.225-232). https://doi.org/10.5593/sgem2018/5.4/S22.029
Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1), 47-59. https://doi.org/ 10.18275/fire201502011049
Phuong, Y. H., & Vo, P. Q. (2019). Students' learning autonomy, involvement, and motivation towards their English proficiency. Edulite: Journal of English Education, Literature and Culture, 4(1), 1-12. http://dx.doi.org/10.30659/e.4.1-12
Picardal, M. T. (2019). Does conceptual change process of instruction promote scientific understanding of biological evolution? Liceo Journal of Higher Education Research, 15(2), 131-153. http://dx.doi.org/10.7828/ljher.v15n2.1326
Racca, R. M. A. B., & Lasaten, R. C. S. (2016). English language proficiency and academic performance of Philippine science high school students. International Journal of Languages, Literature, and Linguistics, 2(2), 44-49. https://doi.org/10.18178/ijlll.2016.2.2.65
Sadiq, S., & Zamir, S. (2014). Effectiveness of modular approach in teaching at the university level. Journal of Education and Practice, 5(17), 103-109. https://www.researchgate.net/publication/338065543_Effectiveness_of_Modular_Approach_in_Teaching_at_University_Level
Shum, M. S., Gao, F., Tsung, L., & Ki, W. W. (2011). South Asian students' Chinese language learning in Hong Kong: Motivations and strategies. Journal of Multilingual and Multicultural Development, 32(3), 285-297. https://doi.org/10.1080/01434632.2010.539693
Salie, M., Moletsane, M., & Mukuna, R.K. (2020). Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school. South African Journal of Education, 40(2),1-9. https://doi.org/10.15700/saje.v40n2a1455
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Allyn and Bacon.
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2021-11-27
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Sespene, M. N. A., Oyangoren, H. R., Narnola, R. M. A., & Picardal, M. T. (2021). Macro and Micro Context Factors in English Language Learning in Modular Distance Learning. Recoletos Multidisciplinary Research Journal, 9(2), 35–52. https://doi.org/10.32871/rmrj2109.02.02
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