000			03715nam a22003497a 4500
003			OSt
005			20251119105735.0
008			251119b |||||||| |||| 00| 0 eng d
040			_aFoundation University _beng _cFoundation University _dFoundation University
050			_a(GS-MAEEng) LG 221 D35 G73 _bA5 E38 E55 2024 A23
100			_aAbarca, Cris Dyan Rapales, _eauthor. _912815
245			_aThe lived experiences of teachers’ teaching oral communication through MDL during the pandemic [thesis] / _cby Cris Dyan Rapales Abarca.
260			_aDumaguete City : _bFoundation University, _c2024.
264			_42024
300			_aiv, 116 leaves : _bill. ; _c28 cm.
502			_6Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.
504			_aIncludes bibliographical references and appendices.
520			_aAbstract Amidst the COVID-19 pandemic, educational systems faced unprecedented challenges, prompting rapid adaptations to ensure continued learning despite school closures. In response, the Most Essential Learning Competencies (MELCs) were implemented to prioritize key learning areas and objectives. However, the efficacy of Modular Distance Learning (MDL) in delivering quality education, particularly in Oral Communication, has been questioned. This study explored the lived experiences of English teachers in teaching Oral Communication within MDL in the Division of Negros Oriental. Using a phenomenological approach and Colaizzi’s method of data analysis, the study revealed four key themes: (a) MDL’s Pedagogical Labyrinths, (b) MELCs Teaching Rapids, (c) Parents as Co-Navigators, and (d) Navigating Administrative Currents. These findings underscore the need for a comprehensive reevaluation of MELCs to align with diverse learning modalities. Continuous collaborative efforts among English teachers are crucial to addressing systemic educational disparities, particularly in Oral Communication instruction. Moreover, the study highlights the pivotal role of parental support in facilitating students' learning within MDL, emphasizing the importance of enhanced student participation in Oral Communication activities. The findings advocate for improved pedagogical practices and resource allocation to ensure equitable access to quality education, especially in areas vital for holistic student development like Oral Communication. Keywords: Most Essential Learning Competencies (MELCs), Lived Experiences, Modular Distance Learning (MDL), Oral Communication, Pandemic
650			_aEnglish language _zPhilippines. _xStudy and teaching (Secondary) _912844
650			_aDistance education _zPhilippines. _912845
650			_aCOVID-19 Pandemic, 2020- _zPhilippines. _xImpact on education _912846
650			_aTeachers _zPhilippines _xExperiences. _912847
650			_aModular distance learning _zPhilippines. _912848
658			_aThesis Writing : _bThe lived experiences of teachers’ teaching oral communication through MDL during the pandemic ; _cMA 101.
690			_2FU _aMost Essential Learning Competencies (MELCs), _912822
690			_2FU _a Lived Experiences, _912836
690			_2FU _aModular Distance Learning (MDL), _912837
690			_2FU _aOral Communication, Pandemic _912824
710			_aFoundation University (Dumaguete City). _bGraduate School, _edegree granting institution. _912823
856			_3The lived experiences of teachers’ teaching oral communication through MDL during the pandemic _uhttps://drive.google.com/file/d/1HZrC_Rmk7XgE7Hq6PDwIKIeG7y5sfanE/view?usp=sharing
942			_2lcc _cTH _hLG 221 D35 G73 _iA5 E38 E55 2024 A23 _k(GS-MAEEng) _n0
999			_c5172 _d5172