ABSTRACT
This study investigated parents' capacity to teach English as a second language in a Modular Distance Learning (MDL) setting during the COVID-19 pandemic. Using a mixed-methods approach with an explanatory sequential design, the study involved parent-respondents from selected elementary schools in the Calauag West District. Quantitative data were gathered through a structured questionnaire measuring parents’ capability in five domains: teaching vocabulary, art of questioning, phonological awareness, utilization of instructional materials, and addressing mistakes, while qualitative data were obtained through interviews to identify challenges encountered by parents. Findings revealed that parents were generally “Much Capable” in teaching English as a second language, indicating a moderate level of competence across all domains. However, results of the t-test showed that significant differences exist when parents are grouped according to sex, educational attainment, and employment status, while age and socio-economic status showed no significant difference. Furthermore, correlation analysis indicated that selected demographic variables, particularly educational attainment and socio-economic status, are significantly related to parents’ teaching capability. Qualitative findings highlighted several challenges, including limited vocabulary knowledge, difficulty in applying questioning strategies, lack of phonics knowledge, insufficient instructional materials, and low confidence in correcting learners’ mistakes. The study concludes that while parents play a vital role as facilitators of learning in the MDL setting, their capability is influenced by both personal and contextual factors. Thus, the study recommends the implementation of training programs, provision of instructional support, and development of parent-friendly learning resources to enhance parents’ effectiveness in teaching English at home.
Keywords: Modular Distance Learning, English as a Second Language, parental capability, phonological awareness, instructional strategies
INTRODUCTION
The COVID-19 pandemic transformed the delivery of education and required schools and families to adjust to distance-learning arrangements. In the Philippines, the Department of Education implemented Modular Distance Learning (MDL) to sustain instruction while protecting learners’ health and safety. Under this arrangement, parents and other family members assumed an important role as facilitators of learning, helping children understand modules, complete activities, and develop the competencies prescribed by the curriculum.
Parents’ involvement became particularly important in English language learning. Children learning English as a second language need support in vocabulary development, questioning and comprehension, phonological awareness, use of learning materials, and correction of errors. However, parents may not have formal training in teaching, adequate English proficiency, sufficient time, or access to appropriate instructional resources. These conditions may affect the quality and consistency of home-based instruction.
The study was anchored in Vygotsky’s Sociocultural Theory, particularly the Zone of Proximal Development and the role of the More Knowledgeable Other. In MDL, parents may serve as learning guides who provide explanations, models, prompts, and scaffolding as children work through English learning activities. The study also considered the role of language acquisition in children’s development, including the importance of exposure to language and opportunities to practice.
Although parents were expected to support learning at home, their actual capability and the challenges they experienced needed to be examined. This study therefore assessed parents’ capability to teach English as a second language in selected elementary schools in the Calauag West District. It also examined whether capability differed according to demographic characteristics, explored relationships between demographic profile and capability, and identified the challenges parents encountered. The findings served as the basis for a district-level training-workshop proposal.
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