Mark Kelvin D. Dumaya, Angelea P. Amba, Samson C. Canceran Jr., Samanta Lane P. Hernandez Billy Joe G. Cabrera, Dexter D. Cruz, Evelyn L. Pacquing, Bryan B. Echanique
ABSTRACT
The study aimed to explore the online-English-learning experiences of college students. Phenomenological research design through Colaizzi’s Descriptive Phenomenological Method was used in analyzing the data collected through semi-structured interviews with 20 purposively sampled college students from the four schools of St. Paul University Philippines (SPUP). Results showed that available online resources and sites, flexible learning, isolated learning environment, convenient modality, independent learning, authentic activities and assessments, widened network, and opportunities to multitask, were the advantages or benefits the participants gained from their online-English learning during the pandemic. Also, to sustain these, the following are the participants’ suggestions: communicating exclusively in English, maximizing online-English learning, using differentiated English learning tasks, and English teachers’ love for teaching. Moreover, the study unraveled the problems and challenges the participants encountered in their Online-English learning during the pandemic: technical difficulties, environmental distractions in learning, absence of teachers’ managements, and students’ academic misconduct. Also, the participants’ coping responses include staying connected with classmates and teachers, family and self-adjustments, technical repair, self-directed learning, choosing/establishing conducive learning environments, seeking help from classmates and teachers, time management, and embracing more than one educational resources. The participants suggested possible solutions for the challenges and problems they encountered in online-English learning, including connecting to the strongest internet connection; maximizing lesson materials, being responsible students, communicating, distraction-free environment, functional gadget/s, and better/new mode of learning. Considering the study’s salient findings, the researchers proposed intervention activities to help enhance college students’ online-English learning.
Keywords: Colaizzi’s descriptive phenomenological method, lived experience, online-English-learning experiences, online learning, phenomenology
https://doi.org/10.57180/edwh8654