Modular Distance Learning In English: Challenges And Strategies Of Students And Parents

Abstract

The purpose of the study was to describe and identify the difficulties and methods that parents and students faced when learning English through modular distance learning. This study used a concurrent mixed-methods research design, which enables both qualitative and quantitative investigations to address the issue. Out of the 150 children and their parents who participated in the quantitative study, only seven were used in the qualitative investigation. The pupils' challenges included not understanding the module, running out of time due to the abundance of tasks, finding the work boring, not having enough guidance, taking too long, and not having parents available to assist their children, according to the findings. Conversely, parents found it difficult to assist their children in learning English due to a variety of factors, including their own workload, time constraints, their children's limited comprehension of the modules, language barriers, and the length of the modules. The pupils frequently used the following strategies: spending additional time to comprehend and respond to the modules; asking family members for help; utilizing dictionaries and other references; exploring the internet; and using models. Similar to this, the parents used the following strategies to aid their children's English learning during the modular distance learning: putting the education of their children ahead of other tasks, being self-prepared, providing internet access for research, asking for help from family members, using dictionaries and references, proper scheduling, and offering rewards.