English language teachers in the Philippines play a significant role in achieving the English language proficiency in the country. It is important that English teachers’ efforts should be given a sense of value by highlighting their lived experiences. The latter have become even more valuable when English teachers have shifted their instruction from physical interaction to distance learning during the peak of the COVID-19 pandemic. In this study, a descriptive phenomenological design was utilized to describe the lived experiences of the English language teachers before and during the COVID-19 pandemic. Through a purposive sampling method, there were 10 English language teachers from the public schools whose narratives were analyzed using the Colaizzi’s Method of Data Analysis. The following themes emerged from the semi-structured interview: Teachers’ Adversities and Immediate Actions in the Use of Teaching Approaches; Teachers Difficulties in Teaching English; Teachers’ Opportunities in Teaching English; and Teachers’ Attitudes Towards Teaching English. These findings imply that English teachers became more resourceful, innovative, patient, and open-minded amidst the abrupt changes in the educational system. Furthermore, various reflections were shared by the English teachers which led to the development of a prototype model of teaching. The researcher recommends more personal and professional trainings for English language teachers.

Authors:
Socorro Anne Zaluaga, Holy Name University, Philippines
Julieta Morales, Department of Education, Philippines

About the Presenter(s)
A Doctor of Arts in Literature and Communication, she heads the BA Communication and General Education unit of Holy Name University, Bohol, Philippines, and is interested in language and communication education, literature, and culture research.

Connect on ResearchGate
https://www.researchgate.net/profile/Socorro-Anne-Zaluaga

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