FACILITATORS AND BARRIERS OF STUDENTS’ MODULAR DISTANCE LEARNING IN ENGLISH: A PHENOMENOLOGICAL INQUIRY

The study determined the facilitators and barriers of students’ modular distance learning in English (MDLE). It identified how students facilitate learning, the issues in learning English in modular set-up, and students’ coping mechanisms. A hermeneutic phenomenological research design was employed. Ten Semi-structured interviews were performed in collecting data. Thematic Analysis revealed that different factors facilitated and hindered students’ MDLE. Facilitators included self-directed learning and family-assisted learning. Barriers comprised inevitable home distractions, poor comprehension, and lack of parents’ assistance. Intrinsic motivation was the participants’ coping mechanism. The study recommended encouraging time management to students to prevent overlapping of activities at home and in studies. Teachers can initiate a mobile library for students with poor comprehension. It can help them access books and other reading materials, especially in remote areas.

Keywords: Modular Learning, Facilitators, Barriers, English Language.

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