College Students’ Remote Learning Experiences in Functional English

Abstract

This study probed into the lived experiences of purposely selected college students who learned Functional English remotely during the first semester of the academic year 2020-2021, at the peak of the COVID-19 pandemic. This phenomenological study employed semi-structured focus group discussions (FGD) with thirty-one (31) students from a state university in the Cebu province. Data was evaluated using Colaizzi's method, leading to the development of five emerging themes: The Road Less Traveled: Shifting to the New Educational Setup; Deep and Lost in the Woods: Impediments in Teaching-Learning Functional English Remotely; Finding a Way or Making It: Perseverance Despite the Challenges in Learning Functional English; The Thrill of the Chase: Real Takeaways From Learning Functional English Remotely; and Charting the Less-Traveled Path: Suggestions for the Refinement of Functional English in the New Setup. The findings indicate that students faced opportunities and challenges while learning Functional English remotely. It suggests that colleges should hold webinars or training for instructors to make the subject more engaging for students, particularly in the new educational context. Teachers are advised to prioritize quality over quantity when assigning activities, enabling students to utilize English in relevant contexts. Additionally, teachers should consider favorable input before assigning tasks to students. Comprehensible input should be applied when designing activities and assignments, ensuring students can effectively engage with the material.