Intro, RRL and Synthesis - Jannel Balunsat

St.
Paul University Philippines

Tuguegarao City, Cagayan 3500 1
“Teachers’ Strategies for Overcoming the Challenges of

Online English Instruction in the New Normal.”
________________________
A Research Proposal
Presented to the
Faculty of the Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan
________________________
In Partial Fulfillment
of the Requirements for the Course
MCC 201A - Advanced Methods Research 1

________________________
By:
JANNEL C. BALUNSAT
March 2020
SPUP Graduate School

ii
ACKNOWLEDGMENT
To all
who have helped me
through this study, specially God:
Thank you!

iii
DEDICATION
To all who
love the beauty
of language --
this work is
dedicated.

iv
TABLE OF CONTENTS
Title Page . . . . . . . . . . . . . . . . . . . . . . . i
Acknowledgement . . . . . . . . . . . . . . . . . . . . ii
Dedication . . . . . . . . . . . . . . . . . . . . . . iii
Table of Contents . . . . . . . . . . . . . . . . . . . iv
List of Tables . . . . . . . . . . . . . . . . . . . . . vi
List of Figures . . . . . . . . . . . . . . . . . . . . vii
Chapter
1 THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction . . . . . . . . . . . . . . . . . . . 1
Review of Related Literature and Studies . . . . . 5
Synthesis . . . . . . . . . . . . . . . . . . . . 12
Conceptual Framework . . . . . . . . . . . . . . . 13
Statement of the Problem . . . . . . . . . . . . . 15
Research Hypotheses . . . . . . . . . . . . . . . 17
Scope and Limitations . . . . . . . . . . . . . . 18
Significance of the Study . . . . . . . . . . . . 18
Definition of Terms . . . . . . . . . . . . . . . 19
Chapter
2 METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . 21
Participants of the Study . . . . . . . . . . . . 22
Instrumentation . . . . . . . . . . . . . . . . . 22
Data-Gathering Procedure . . . . . . . . . . . . . 24
Data Analysis . . . . . . . . . . . . . . . . . . 25
References . . . . . . . . . . . . . . . . . . . . . . . 29
Appendix: Curriculum Vitae . . . . . . . . . . . . . . . 33

Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
As the waves change in our lives, we must also learn how
to surf on them. The Corona Virus that is damaging the world
today causes the most serious interruption to educational
system. This phenomenon marks challenges to the government,
parents, teachers and most specially, the students. The
studies and lives of those currently in school will be
affected in various ways. Consequently, students should stay
at home while learning using different modes of delivery
because physical distancing is strictly implemented by the
government. Meanwhile, Reimers (2020) school systems and
governments will attempt to establish alternative modalities
of education during the period of necessary social
distancing, but those will most likely work well for
children whose parents have more education, who have other
social advantages, and who have access to resources,
including online connectivity and devices, so they can
continue to enjoy structured opportunities to learn (p. 1).
For many children lacking those conditions, the period of

physical distancing is likely to result in very limited
opportunities to learn (Reimers, 2020). Nevertheless,
teachers must be flexible in these times. Teachers must
continue teaching using different strategies that would help
students love learning even in the hard times. In response,
we must have the courage to pursue education no matter how
hard and how little the opportunity to do so.
On the other hand, students must not to cease learning
during this hard times of education. In line with this,
different Senior High Schools in Tuao have adopted their
learning modality from the Basic Education Learning
Continuity Plan (BE-LCP) under DepEd Order No. 012, s. 2020.
The BE-LCP is consistent with the mandate of Section 1,
Article XIV of the 1987 Constitution for the state to
protect and promote the right of all citizens to quality
education at all levels, and to take appropriate steps to
make such education accessible to all. Under Section 6,
Chapter 1 of Republic Act No. 9155, or the Governance of
Basic Education Act of 2001, DepEd is vested with the
authority, accountability, and responsibility for ensuring
access to, promoting equity in, and improving the quality of
basic education (p.2&3). One of these schools is Itawes

National High School which uses the Distance Online Learning
of the DepEd. This is most viable for independent learners,
and learners supported by periodic supervision of parents or
guardians, (Reimers, 2020). We cannot deny the fact that
there are numerous problems that we encounter in distance
online learning brought by the pandemic. Thus, Senior High
school teachers’ strategies are vital in providing solutions
in these problems.
In response, the proposed study will determine Senior
High school teachers’ strategies in Itawes National High
School (INHS) for overcoming the challenges of Online
English Instruction in the New Normal. Specifically, it will
answer the following questions. First, what is the profile
of the teacher-participants in terms of sex, age, civil
status, skills, school, grade level, type of residence,
monthly family income, internet connectivity, hours spent
online daily and number of devices for online learning .
Second, what educational platforms did the participants use
in their online learning? Third, what types of materials
/resources did the participants use in their online
learning? Fourth, how many synchronous sessions did the
participants have for each subject per week? Fifth, how many

hours of synchronous online session did the participants
have for each subject? Six, how did the participants assess
their online learning experiences along the following areas:
learning Instructions, instructional support, device and
application and internet connectivity. Seventh, is there a
significant main effect of profile variables on the
participants’ assessment of their online learning
experiences along the four areas? Eight, is there a
significant interaction effect or profile variables on the
participants’ assessment of their online learning
experiences along the four areas? Ninth, is there a
significant relationship between the profile of the teachers
to their confidence and comfort level in using strategies in
online English instruction in the new normal? tenth, what
challenges did the participants encounter in their online
English instruction in the new normal? Last, what strategies
did the participants make to help overcome their online
English instruction in the new normal?
In this pandemic, the researchers hope to answer
scientifically the above-mentioned problem that would be a
help for the new normal in education. The virus may slow

down the teaching and learning process today, but if one is
passionate to it, no one can stop him to do so.
Review of Related Literature
Strategies in technology-enhanced language learning
Consciously or at least partially consciously, almost
all language learners use tools, take actions, or self-
regulate their behaviors to make their language learning or
language use more effective or more efficient (Cohen, 2011;
O’Malley & Chamot, 1990; Oxford, 1990). Yalun Zhou and
Michael Wei (2018) supported this, saying, “The landscape of
language learning has been rapidly and largely changed with
the normalization of technologies in people’s daily
communication. The pervasive use of mobile technologies and
easy access to online resources require that digital
language learners understand and employ appropriate learning
strategies for learning effectiveness and that their
teachers are able and willing to teach these strategies as
needed.” The strategies applied in the said study are
listening, reading and writing. They conclude in their
research that, technology has changed considerably since the
incorporation of computers into language learning and
teaching in the 1980s. It has shifted from being a tutorial

tool to an ecological tool integral to language learning and
language teaching. It has transformed from being a concept
to a reality. New initiatives have begun to update theory,
practices, and research in computer-assisted learning (Bush,
2008; Garrett, 2009). As for the field of language learning
strategies, technology has offered, and continues to offer,
research findings and practical insights concerning
strategies that make L2 learning more effective (cf.
Griffiths & Oxford, 2014). Rapidly growing new technologies
and emerging, immersive learning environments call for a
quick reaction from theory, research and practice of
language learning strategies. It is time for researchers and
practitioners to rethink the role of TELL and immersive,
interactive, learning environments that require reliance on
language learning strategies. Language learning strategies
have to be reconsidered (Bekleyen & Hayta, 2015) since they
must be adapted substantively to new technological devices
and learning environments. New initiatives, then, must be
brought into the field of language strategy instruction,
assessment, and research.

Instructional Strategies for Online Teaching in COVID‐19

Pandemic
Mahmood, (2020) said, “Educational institutes have
closed worldwide due to the outbreak of COVID‐19. The
research paper explores different instructional strategies.
These instructional strategies can help in implementing
online teaching in higher education. The case study develops
various methods for online teaching without compromising
student learning. These methods will help in designing
successful online study sessions. The study formulated
different notions for online education in developing
countries. It includes maintaining slow voice and practicing
vocal functions by teachers. Furthermore, sharing resources
before the class will help in creating interactive online
classes. These strategies play fundamental role in enhancing
student learning. The study suggested that Higher Education
Commission should make collaborations with telecommunication
industries. This will help in overcoming Internet‐related
issues. There are multiple factors that help in enhancing
remote learning. These factors include getting feedback from
students, offering flexible teaching and assessment
policies. Recording online lectures and getting support from

teaching assistants are also vital features. These
instructional strategies will serve as an excellent tool in
running online classes (p.1).
SECONDARY SCHOOL LANGUAGE TEACHERS’ ONLINE LEARNING
ENGAGEMENT DURING THE COVID-19 PANDEMIC IN INDONESIA
According to Lie, A., et.al (2020), the sudden learn-
from-home mode enacted since 24 March 2020 due to the Covid-
19 pandemic has forced all schools to shift into online
learning with no or little preparation in terms of internet
access, teacher capacity, and student-parent readiness. All
in all, the pandemic disruption has shed light on the
widening digital divide that has serious implications for
the human capital development in Indonesia. The purpose of
this study was to explore language teachers’ online
engagement during the Covid-19 pandemic in Indonesia. Four
questions guided the inquiry in this study: 1) To what
extent did teachers engage in online learning during the
Covid-19 pandemic? 2) What challenges did teachers encounter
while engaging in online learning during the Covid-19
crisis? 3) How has the suspension of face-to-face classroom
meetings changed teachers’ practices? and 4) What were their

hopes for the future of education in their respective
regions?
The said case study involved 18 teachers from four
regions in Indonesia. Data were collected through an online
survey, weekly reflections, and interviews with the
teachers. A group interview with five students for each of
the 18 teachers was used as triangulation. To probe more
deeply into a representative sample for a variety of
attributes, the researchers then focused on four teachers
for a more in-depth analysis. Knowledge of the impacting
factors on online learning engagement can aid in resolving
the issues and providing equal opportunities for all
students. This study highlighted that teachers in remote
regions would need a more top-down intervention from
education authorities and offered two recommendations to the
government to overcome the widening digital divide as
amplified by the current school suspension. This study
presents interesting results pertaining to online learning
engagement during the Covid-19 pandemic in Indonesia.
Insights gained in this study would contribute to the
perspective on the challenges and dilemmas faced by

educators and students elsewhere while engaging in online
learning.
The said research found that an interplay of five
related factors of online learning processes against five
levels of engagement. Those five factors are learners,
teachers’ prior exposure to online learning, technological
knowledge, pedagogical knowledge, and the support system.
Teachers in this study were still struggling to enhance the
quality of online learning engagement. Nevertheless, given
the rising awareness of the inadequacy of their online
learning delivery and a renewed sense of commitment, these
teachers had high hopes that they would be able to enhance
their competence and improve their professional practices.
Thus, the research recommends to the practitioners specially
to the teachers to integrate their technological knowledge
with pedagogical and content knowledge to develop their
technological pedagogical content knowledge (TPACK) by
participating in the government program for teacher
professional development.
Synthesis
The related body of literature will broaden the
researchers’ knowledge and skills on the effective

strategies for online learning. Specifically, this piece of
reading material would be a great help to other online
senior high school teachers strategies in catering the
problems in education particularly in distance online
learning in the new normal. For in these times, one should
learn to adapt in order to learn and survive.

REFERENCES:
Tibon, J. (2020). The New Normal in Basic Education
https://accralaw.com/the-new-normal-in-basic-education/
Fernando, R. (2020). What the Covid-19 Pandemic will change
in education depends on the thoughtfulness of education
responses today.
https://www.worldsofeducation.org/en/woe_homepage/woe_detail
/16727/%E2%80%9Cwhat-the-covid-19-pandemic-will-change-in-
education-depends-on-the-thoughtfulness-of-education-
responses-today%E2%80%9D-by-fernando -m-reimers
Oxford, R. L. (1990). Language learning strategies: What
every teacher should know. Boston, MA: Heinle. Michael Wei
https://escholarship.org/content/qt1446j36q/qt1446j36q.pdf
Zhou Y.; Wei M. (2018). Strategies in technology-enhanced
language learning. USA, PhD: Education; USA, PhD: Education
https://files.eric.ed.gov/fulltext/EJ1183997.pdf

Griffiths, C., & Oxford, R. L. (2014). The twenty-first
century landscape of language learning strategies:
Introduction to this special issue. System, 43, 1-10.
https://www.researchgate.net/publication/260559142_The_twent
y-
first_century_landscape_of_language_learning_strategies_Intr
oduction_to_this_special_issue
Bush, M. (2008). Computer-assisted language learning: From
vision to reality. CALICO, 25(3), 443-470.
https://www.jstor.org/stable/calicojournal.25.3.443
Garrett, N. (1995). ICALL and second language acquisition.
In V. M. Holland, J. D. Kaplan, & M. R. Sams (Eds.),
Intelligent language tutors: Theory shaping technology (pp.
345-358). Mahwah, NJ: Erlbaum.
https://www.cambridge.org/core/journals/recall/article/on-
using-intelligent-computerassisted-language-learning-in-
reallife-foreign-language-teaching-and-
learning/6DDD4EF49623858142B35587F4D52218

Mahmood, S. (2020). Instructional Strategies for Online
Teaching in COVID‐19 Pandemic. (s. l.). (s. n.)
https://onlinelibrary.wiley.com/doi/10.1002/hbe2.218
Secondary School Language Teachers’ Online Learning
Engagement During the Covid-19 Pandemic in Indonesia
Lie, A., Tamah, S.M., Gozali,I., Triwidayati,K.R., Utami,T
S.D., & Jemadi,F.(2020). Secondary School Language Teachers’
Online Learning Engagement During the Covid-19 Pandemic in
Indonesia. Journal of Information Technology: Research, 19,
2020
http://www.jite.org/documents/Vol19/JITE-Rv19p803-
832Lie6617.pdf

Appendix
Curriculum Vitae
PERSONAL INFORMATION
Name : JANNEL CONTRERAS BALUNSAT
Age : 24
Birthdate : 16 SEPTEMBER 1996
Birthplace : Tuao, Cagayan
Address : Bagumbayan, Tuao
Skill/s : Dancing, writing
SCHOLASTIC RECORD
Elementary : Bagumbayan Elementary School
Secondary : Itawes National Agricultural and
Technical High School, Bagumbayan Annex
College : Cagayan State University (Piat)
Bachelor of Secondary Education –
English Major
Certificate : Cagayan State University (Piat)
Diploma Program in Teacher
Education

Master’s : St. Paul University Philippines

Master of Science in Teaching
Major: English (On-going)
CURRENT EMPLOYMENT RECORD

Agency : None
Position : Tutor
Address : Accusilian, Tuao Cagayan
Period : 2020-Present
RECENT TRAINING/S
Training : English Proficiency for Costumer
Service Workers/Providers
Organizer : TESDA Regional
Venue : Regional Training Center, Region 2,
Tuguegarao City, Philippines
Date : March 11-April 4, 2019

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St.

Paul University Philippines

“Teachers’ Strategies for Overcoming the Challenges of

Faculty of the Graduate School

St. Paul University Philippines

Tuguegarao City, Cagayan

of the Requirements for the Course

MCC 201A - Advanced Methods Research 1

SPUP Graduate School

who have helped me

through this study, specially God:

SPUP Graduate School

love the beauty

SPUP Graduate School

List of Figures . . . . . . . . . . . . . . . . . . . . vii

1 THE PROBLEM AND REVIEW OF RELATED LITERATURE

Review of Related Literature and Studies . . . . . 5

Statement of the Problem . . . . . . . . . . . . . 15

Scope and Limitations . . . . . . . . . . . . . . 18

Significance of the Study . . . . . . . . . . . . 18

SPUP Graduate School

Participants of the Study . . . . . . . . . . . . 22

Appendix: Curriculum Vitae . . . . . . . . . . . . . . . 33

SPUP Graduate School

THE PROBLEM AND REVIEW OF RELATED LITERATURE

As the waves change in our lives, we must also learn how

to surf on them. The Corona Virus that is damaging the world

today causes the most serious interruption to educational

system. This phenomenon marks challenges to the government,

parents, teachers and most specially, the students. The

studies and lives of those currently in school will be

affected in various ways. Consequently, students should stay

at home while learning using different modes of delivery

because physical distancing is strictly implemented by the

government. Meanwhile, Reimers (2020) school systems and

governments will attempt to establish alternative modalities

of education during the period of necessary social

distancing, but those will most likely work well for

children whose parents have more education, who have other

social advantages, and who have access to resources,

including online connectivity and devices, so they can

continue to enjoy structured opportunities to learn (p. 1).

For many children lacking those conditions, the period of

SPUP Graduate School

physical distancing is likely to result in very limited

opportunities to learn (Reimers, 2020). Nevertheless,

teachers must be flexible in these times. Teachers must

continue teaching using different strategies that would help

students love learning even in the hard times. In response,

we must have the courage to pursue education no matter how

hard and how little the opportunity to do so.

On the other hand, students must not to cease learning

during this hard times of education. In line with this,

different Senior High Schools in Tuao have adopted their

learning modality from the Basic Education Learning

Continuity Plan (BE-LCP) under DepEd Order No. 012, s. 2020.

The BE-LCP is consistent with the mandate of Section 1,

Article XIV of the 1987 Constitution for the state to

protect and promote the right of all citizens to quality

education at all levels, and to take appropriate steps to

make such education accessible to all. Under Section 6,

Chapter 1 of Republic Act No. 9155, or the Governance of