Teachers’ Readiness and Challenges in Modular Distance Learning

This paper aims to determine the readiness and challenges encountered by select English teachers in the implementation of Modular Distance Learning in their respective public secondary schools. A researcher-made instrument was used to gather the necessary data. There was a total of 119 Junior High School English teachers from the province of Nueva Ecija who voluntarily answered the survey questionnaire. The three main categories examined by the researcher are the Knowledge and Skills Required, Access of Learning Materials, and Establishing Communication and Monitoring Students’ Progress. The findings showed that the majority of the English teachers are prepared with regard to the implementation of Modular DL in their learning institutions. However, trainings and webinars are still needed by them to fully adapt in Modular DL. Moreover, a stable internet connection and familiarity to educational sites are also relevant needs of educators. As for the challenges, it was reported that they have significantly experienced setbacks in the three categories particularly on assessing the understanding of content areas and language practice of the students using modules. The lack of devices and poor internet connection was also revealed to be one of the major problems why the English teachers are having difficulty monitoring the progress of the students and encouraging their participation. In addition, providing the learners with learning and supplemental materials is also a setback. The support given by the stakeholders were also analyzed and it showed that there is a strong support and connection between the schools and members of the community such as the parents, local government units, students, and private organizations. Implications to English language teaching were further identified.