@article{Sespene_Oyangoren_Narnola_Picardal_2021, title={Macro and Micro Context Factors in English Language Learning in Modular Distance Learning}, volume={9}, url={https://rmrj.usjr.edu.ph/rmrj/index.php/RMRJ/article/view/1044}, DOI={10.32871/rmrj2109.02.02}, abstractNote={<p>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.</p>}, number={2}, journal={Recoletos Multidisciplinary Research Journal}, author={Sespene, Ma. Nekka A. and Oyangoren, Hygia R. and Narnola, Rhotina Mie A. and Picardal, Marchee T.}, year={2021}, month={Nov.}, pages={35–52} }