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




modular distance learning, factors in learning, English language learning, factor analysis


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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How to Cite

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.